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Table 40. Among public elementary school classroom teachers 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 40)
 
School characteristic Activities designed for all teachers
Incorporating state or district
standards into instruction
Student assessment Integrating educational
technologies into instruction
Percent Standard
error
Percent Standard
error
Percent Standard
error
             
All public elementary school classroom teachers 74 (2.2) 76 (2.0) 75 (1.8)
             
Enrollment size            
Less than 300 79 (4.0) 78 (4.0) 74 (4.4)
300 to 499 73 (4.0) 72 (3.4) 68 (3.5)
500 or more 74 (2.4) 78 (2.4) 79 (2.4)
Community type            
City 78 (3.8) 78 (3.3) 80 (3.4)
Suburban 73 (3.3) 77 (3.1) 72 (3.6)
Town 80 (4.3) 76 (4.5) 71 (5.0)
Rural 68 (4.5) 74 (3.4) 75 (3.2)
Region            
Northeast 69 (5.4) 71 (4.3) 70 (4.9)
Southeast 76 (3.9) 80 (3.8) 82 (2.5)
Central 78 (3.5) 74 (3.5) 68 (3.9)
West 73 (4.1) 77 (3.7) 74 (3.4)
Percent combined
enrollment of Black and
other races/ethnicities
1
           
Less than 6 percent 70 (4.9) 71 (4.0) 73 (4.2)
6 to 20 percent 72 (4.0) 72 (3.8) 70 (3.5)
21 to 49 percent 78 (3.7) 79 (3.2) 72 (3.6)
50 percent or more 74 (3.0) 79 (3.0) 81 (2.7)
             
Percent of students
eligible for free or
reduced-price lunch
           
0 to 25 percent 70 (3.6) 71 (3.5) 72 (4.2)
26 to 50 percent 75 (4.9) 81 (3.4) 72 (4.0)
51 to 75 percent 80 (3.5) 78 (3.1) 80 (3.1)
76 percent or more 70 (3.8) 77 (3.8) 76 (3.2)
† Not applicable.
! Interpret data with caution; the coefficient of variation is greater than or equal to 30 percent.
‡ Reporting standards not met.
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 (22 percent for applied study in one of the arts or arts education, 18 percent for developing knowledge about the arts, 35 percent for connecting arts learning with other subject areas, 20 percent for research on the arts and student learning, 78 percent for incorporating state or district standards into instruction, 83 percent for student assessment, and 84 percent for integrating educational technologies into instruction). 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, “Arts Survey of Elementary School Classroom Teachers,” FRSS 102C, 2009–10.

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