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Table 35. Among public elementary school music specialists who participated in various professional development activities, percent and standard error reporting that they spent more than 8 hours in the activity, by school characteristics: School year 2009–10—Continued (Return to Table 35)
 
School characteristic Activities designed for all teachers
Incorporating state or district
standards into instruction
Student assessment A subject area that is
unrelated to music
Percent Standard error Percent Standard error Percent Standard error
             
All public elementary school music specialists 32 (1.8) 27 (1.9) 45 (2.7)
             
Enrollment size            
Less than 300 33 (4.3) 23 (4.7) 39 (6.5)
300 to 499 34 (2.9) 30 (3.0) 51 (4.7)
500 or more 30 (2.5) 26 (2.9) 41 (3.5)
Community type            
City 32 (3.3) 26 (2.9) 53 (5.3)
Suburban 31 (3.0) 27 (3.2) 42 (4.2)
Town 29 (4.3) 28 (5.3) 40 (6.5)
Rural 35 (4.4) 29 (4.6) 42 (4.8)
Region            
Northeast 24 (3.7) 25 (4.1) 48 (6.8)
Southeast 32 (3.5) 24 (3.2) 38 (3.2)
Central 33 (3.5) 24 (3.1) 39 (4.8)
West 39 (3.8) 35 (3.6) 55 (4.9)
Percent combined
enrollment of Black and
other races/ethnicities
1
           
Less than 6 percent 28 (3.5) 28 (3.8) 46 (6.0)
6 to 20 percent 33 (3.1) 28 (4.2) 43 (5.0)
21 to 49 percent 37 (4.3) 29 (4.3) 47 (5.0)
50 percent or more 30 (3.0) 24 (3.0) 44 (5.9)
Percent of students
eligible for free or
reduced-price lunch
           
0 to 25 percent 25 (3.0) 24 (3.4) 49 (5.0)
26 to 50 percent 35 (3.5) 30 (3.6) 49 (4.8)
51 to 75 percent 35 (3.4) 30 (3.9) 31 (5.0)
76 percent or more 34 (4.0) 24 (3.8) 52 (7.8)
! 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: Percents are based on the percentage of teachers who participated in each professional development activity (43 percent for applied study in performing music, 32 percent for applied study in improvising, arranging, or composing music, 48 percent for developing knowledge about music, 64 percent for connecting music with other subject areas, 43 percent for research in arts and student learning, 64 percent for integrating educational technologies into music instruction, 78 percent for incorporating state or district standards into instruction, 71 percent for student assessment, and 30 percent for a subject area that is unrelated to music). 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 Elementary School Music Specialists,” FRSS 102M, 2009–10.

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