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Table 49. Percent and standard error for public elementary school music specialists reporting that they believed various types of support for teaching music were moderately or completely adequate, by school characteristics: School year 2009–10—Continued (Return to Table 49)
 
School characteristic Instructional resources1 Classroom instruments2 Classroom
equipment3
Technologies4 Orchestra and band instruments5
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
                     
All public elementary school music specialists 69 (1.7) 71 (1.6) 66 (1.9) 35 (1.7) 57 (2.2)
                     
Enrollment size                    
Less than 300 58 (4.9) 59 (4.0) 55 (4.9) 25 (3.2) 41 (5.0)
300 to 499 70 (3.1) 72 (2.5) 65 (2.7) 35 (2.7) 63 (3.4)
500 or more 74 (2.4) 77 (2.2) 71 (2.7) 40 (2.6) 60 (3.5)
Community type                    
City 63 (3.4) 71 (2.9) 62 (3.2) 34 (2.8) 69 (3.6)
Suburban 75 (2.5) 75 (2.7) 66 (2.8) 39 (2.9) 62 (3.4)
Town 73 (4.0) 73 (3.6) 69 (4.3) 32 (4.2) 43 (6.2)
Rural 66 (3.1) 65 (3.3) 66 (3.1) 32 (2.5) 39 (4.6)
Region                    
Northeast 70 (3.6) 73 (3.5) 62 (3.7) 36 (3.5) 60 (3.7)
Southeast 71 (2.7) 72 (2.7) 72 (2.9) 41 (3.0) 57 (4.9)
Central 66 (4.0) 67 (3.4) 62 (3.9) 32 (3.1) 51 (5.3)
West 69 (3.2) 74 (3.0) 68 (3.4) 33 (3.2) 59 (5.0)
Percent combined enrollment of Black and other races/ethnicities6                    
Less than 6 percent 69 (3.6) 62 (3.8) 67 (3.8) 36 (3.7) 42 (5.3)
6 to 20 percent 68 (3.4) 75 (3.0) 66 (3.8) 30 (3.0) 52 (5.4)
21 to 49 percent 72 (2.8) 78 (3.2) 74 (2.9) 44 (3.7) 61 (5.2)
50 percent or more 67 (2.8) 68 (3.2) 58 (3.3) 33 (2.8) 66 (3.7)
Percent of students eligible for free or reduced-price lunch                    
0 to 25 percent 73 (3.3) 81 (2.5) 75 (3.5) 38 (3.8) 63 (3.5)
26 to 50 percent 69 (3.6) 68 (3.3) 63 (3.1) 36 (3.0) 51 (4.2)
51 to 75 percent 67 (2.5) 68 (3.3) 64 (2.8) 33 (3.3) 50 (5.5)
76 percent or more 67 (3.3) 65 (3.2) 56 (4.4) 33 (3.5) 65 (4.5)
1 The questionnaire wording was “materials/supplies for music instruction (e.g., sheet music, subscriptions, CDs/CD-ROMs, textbooks, DVDs, software).”
2 The questionnaire wording was “instruments typically used by students in the music classroom (e.g., rhythm band sets, recorders, autoharps, Orff instruments, drums and ethnic percussion, guitar/ukulele).”
3 The questionnaire wording was “equipment typically used by teachers in the music classroom (e.g., piano/digital keyboard, stereo system with a CD player, mp3 player and sound dock, LCD projector).”
4 The questionnaire wording was “electronic equipment used in the study or creation of music (e.g., SMART Boards, computers, MIDI keyboards, sequencers).”
5 The questionnaire wording was “instruments available for students wishing to participate in the school string/orchestra or band program.” Percents are based on the 67 percent of music specialists at public elementary schools with string/orchestra or band programs during the 2009–10 school year.
6 Other races/ethnicities include Hispanic, Asian/Pacific Islander and American Indian/Alaska Native students.
NOTE: 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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