| Table 52. | Percent and standard error for public elementary school music specialists reporting that they participated in various activities related to teaching, by school characteristics: School year 2009–10 |
| School characteristic | Common planning period with regular classroom teachers |
Common planning period with other arts specialists at this school |
Consulting with classroom teachers to help them integrate music into a lesson or unit of study taught by the classroom teacher |
Consulting with other teachers to integrate another subject into a music lesson or unit of study that is taught by the music specialist | Collaborating with other teachers on designing and teaching an interdisciplinary lesson or unit of study that includes music |
Sharing ideas about teaching with other teachers outside your assigned school(s) | Visiting classrooms of colleagues who teach music |
Participating in site-based management or school improvement teams or leadership councils |
Providing input in the preparation of Individual Education Plans (IEPs) for students with special needs |
Teaching music through virtual field trips using technology |
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|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Percent | Standard error |
Percent | Standard error |
Percent | Standard error |
Percent | Standard error |
Percent | Standard error |
Percent | Standard | Percent | Standard | Percent | Standard | Percent | Standard | Percent | Standard | |
| All public elementary school music specialists |
26 | (1.7) | 53 | (1.7) | 52 | (2.0) | 62 | (2.1) | 36 | (1.7) | 84 | (1.3) | 42 | (1.6) | 46 | (1.8) | 39 | (1.6) | 27 | (1.4) |
| Enrollment size | ||||||||||||||||||||
| Less than 300 | 20 | (3.3) | 33 | (3.7) | 41 | (3.5) | 53 | (3.7) | 28 | (3.1) | 81 | (2.7) | 36 | (3.4) | 38 | (3.4) | 35 | (3.6) | 26 | (3.4) |
| 300 to 499 | 27 | (2.9) | 55 | (2.4) | 55 | (3.3) | 65 | (2.6) | 39 | (2.6) | 87 | (1.7) | 43 | (2.4) | 45 | (2.5) | 40 | (2.6) | 23 | (2.2) |
| 500 or more | 29 | (2.5) | 63 | (2.1) | 54 | (2.6) | 64 | (2.8) | 37 | (2.3) | 83 | (1.8) | 44 | (3.1) | 50 | (3.0) | 40 | (2.5) | 31 | (2.2) |
| Community type | ||||||||||||||||||||
| City | 27 | (2.9) | 57 | (3.5) | 54 | (3.7) | 63 | (3.9) | 35 | (3.1) | 84 | (2.8) | 46 | (3.4) | 41 | (3.5) | 39 | (3.3) | 25 | (2.9) |
| Suburban | 26 | (2.7) | 56 | (2.6) | 49 | (3.3) | 60 | (3.1) | 37 | (3.0) | 84 | (2.3) | 45 | (2.9) | 48 | (3.4) | 39 | (3.0) | 25 | (2.3) |
| Town | 24 | (3.0) | 51 | (3.1) | 57 | (4.9) | 68 | (4.0) | 39 | (4.5) | 82 | (3.1) | 36 | (4.8) | 47 | (3.4) | 38 | (4.5) | 28 | (3.8) |
| Rural | 27 | (2.7) | 48 | (3.2) | 50 | (3.2) | 61 | (2.8) | 34 | (2.9) | 85 | (2.3) | 35 | (3.3) | 47 | (3.3) | 40 | (2.8) | 31 | (2.5) |
| Region | ||||||||||||||||||||
| Northeast | 25 | (2.8) | 54 | (3.8) | 46 | (4.2) | 57 | (4.1) | 36 | (3.9) | 85 | (2.1) | 46 | (3.6) | 42 | (3.4) | 37 | (3.4) | 22 | (3.4) |
| Southeast | 29 | (3.6) | 61 | (2.4) | 66 | (3.1) | 70 | (3.5) | 44 | (2.7) | 86 | (2.0) | 43 | (3.4) | 54 | (3.1) | 37 | (2.6) | 37 | (2.8) |
| Central | 22 | (3.1) | 48 | (3.3) | 47 | (3.1) | 58 | (3.5) | 32 | (2.9) | 80 | (2.3) | 35 | (2.8) | 42 | (3.4) | 40 | (3.0) | 23 | (3.0) |
| West | 30 | (3.2) | 53 | (3.1) | 49 | (3.5) | 66 | (3.4) | 34 | (2.8) | 84 | (2.7) | 45 | (3.2) | 47 | (3.4) | 42 | (3.5) | 28 | (2.8) |
| Percent combined enrollment of Black and other races/ethnicities1 |
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| Less than 6 percent | 25 | (3.9) | 50 | (4.0) | 49 | (3.9) | 57 | (4.2) | 36 | (3.7) | 84 | (2.5) | 39 | (4.7) | 44 | (3.9) | 40 | (3.0) | 30 | (3.3) |
| 6 to 20 percent | 21 | (2.4) | 46 | (3.8) | 41 | (3.2) | 60 | (3.7) | 33 | (2.7) | 84 | (2.5) | 37 | (3.2) | 47 | (3.6) | 37 | (3.7) | 24 | (2.7) |
| 21 to 49 percent | 29 | (2.9) | 57 | (3.3) | 52 | (3.8) | 64 | (3.3) | 39 | (3.0) | 85 | (2.5) | 43 | (3.6) | 46 | (3.1) | 42 | (3.3) | 28 | (2.8) |
| 50 percent or more | 30 | (3.1) | 59 | (2.6) | 61 | (3.6) | 65 | (3.5) | 36 | (2.9) | 83 | (2.4) | 47 | (3.2) | 45 | (2.8) | 38 | (2.9) | 28 | (2.4) |
| Percent of students eligible for free or reduced-price lunch |
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| 0 to 25 percent | 27 | (2.9) | 55 | (3.7) | 45 | (3.5) | 60 | (4.0) | 37 | (3.5) | 86 | (2.1) | 45 | (2.8) | 47 | (3.7) | 41 | (3.2) | 23 | (2.6) |
| 26 to 50 percent | 23 | (2.5) | 54 | (3.5) | 48 | (3.4) | 59 | (3.4) | 36 | (2.8) | 84 | (2.7) | 40 | (3.3) | 44 | (3.4) | 42 | (3.3) | 27 | (3.1) |
| 51 to 75 percent | 25 | (2.9) | 50 | (3.4) | 56 | (3.8) | 65 | (3.2) | 34 | (3.1) | 85 | (2.6) | 41 | (3.1) | 47 | (3.4) | 36 | (2.7) | 32 | (2.9) |
| 76 percent or more | 30 | (3.5) | 55 | (3.7) | 59 | (4.0) | 65 | (3.9) | 37 | (3.7) | 79 | (3.6) | 43 | (3.6) | 44 | (3.9) | 36 | (3.6) | 28 | (3.2) |
| 1 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. |
