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Table 38. Among public elementary school music specialists who participated in professional development activities, percent and standard error reporting that participation in the activity improved their teaching to a moderate or great extent, by school characteristics: School year 2009–10—Continued (Return to Table 38)
 
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 50 (1.7) 53 (2.0) 44 (2.3)
             
Enrollment size            
Less than 300 38 (4.6) 45 (5.1) 47 (6.0)
300 to 499 53 (3.0) 51 (3.2) 34 (3.5)
500 or more 53 (2.6) 59 (3.1) 51 (4.3)
Community type            
City 51 (3.8) 53 (4.1) 44 (5.4)
Suburban 54 (3.4) 57 (3.4) 43 (4.6)
Town 50 (3.8) 55 (5.6) 45 (5.5)
Rural 43 (3.5) 47 (3.9) 45 (5.6)
Region            
Northeast 46 (4.1) 54 (3.9) 41 (6.1)
Southeast 56 (3.1) 54 (3.0) 48 (5.0)
Central 51 (3.8) 47 (3.7) 35 (3.9)
West 48 (2.9) 59 (3.6) 53 (4.8)
Percent combined
enrollment of Black and
other races/ethnicities
1
           
Less than 6 percent 48 (4.5) 49 (4.4) 41 (6.2)
6 to 20 percent 50 (3.6) 50 (4.5) 39 (4.3)
21 to 49 percent 56 (3.8) 54 (4.4) 42 (5.4)
50 percent or more 48 (2.8) 58 (3.2) 52 (4.7)
Percent of students
eligible for free or
reduced-price lunch
           
0 to 25 percent 53 (4.1) 52 (4.1) 41 (5.7)
26 to 50 percent 46 (3.5) 49 (3.4) 37 (4.3)
51 to 75 percent 47 (3.6) 53 (4.0) 52 (5.0)
76 percent or more 56 (3.8) 60 (3.5) 48 (6.8)
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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