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Table 54. Percent and standard error for public elementary school classroom teachers reporting that they participated in various activities related to teaching, by school characteristics: School year 200910
 
School characteristic Common planning period with the arts specialist(s) at
this school1
Seeking help from
the arts specialist(s) about how to integrate the arts into a lesson or unit of study1
Collaborating with the arts specialist(s) on designing and teaching an interdisciplinary lesson or unit of study that includes the arts1 Attending/observing classes that the arts specialist(s) teach(es)
to the classroom teachers’ students1
Common planning
period with other classroom teachers
Sharing ideas about teaching with other teachers outside
this school
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
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
                                 
All public elementary school
classroom teachers
18 (1.5) 40 (1.7) 28 (1.5) 27 (1.4) 94 (1.0) 88 (1.1) 84 (1.2) 90 (1.4)
                                 
Enrollment size                                
Less than 300 21 (3.7) 41 (4.5) 34 (4.1) 38 (5.2) 86 (2.7) 94 (1.9) 82 (3.6) 93 (2.7)
300 to 499 20 (2.5) 45 (3.4) 30 (2.5) 24 (2.5) 94 (1.4) 88 (1.8) 86 (2.2) 93 (1.5)
500 or more 17 (2.3) 37 (3.2) 25 (2.3) 26 (2.2) 96 (1.1) 87 (1.6) 83 (1.5) 88 (2.0)
Community type                                
City 17 (2.9) 40 (3.8) 28 (3.6) 32 (3.2) 98 (1.0) 88 (2.6) 88 (2.4) 86 (2.7)
Suburban 20 (2.6) 42 (3.6) 28 (2.5) 25 (3.0) 94 (2.0) 86 (2.5) 78 (2.5) 91 (2.1)
Town 16 (3.8) 34 (4.9) 24 (4.4) 31 (5.1) 91 (2.7) 93 (2.5) 84 (3.6) 91 (2.8)
Rural 18 (4.2) 43 (4.6) 28 (3.8) 22 (3.6) 92 (1.8) 88 (2.4) 88 (2.2) 94 (1.8)
Region                                
Northeast 18 (3.2) 51 (3.8) 29 (4.1) 29 (4.1) 92 (3.3) 85 (4.0) 74 (4.8) 93 (2.9)
Southeast 15 (2.7) 41 (3.8) 29 (3.4) 26 (3.2) 95 (1.6) 90 (2.2) 84 (2.4) 89 (2.5)
Central 19 (2.6) 41 (3.0) 26 (3.4) 26 (2.9) 95 (1.3) 89 (2.2) 84 (2.4) 92 (2.0)
West 21 (3.1) 32 (3.7) 26 (3.1) 27 (2.6) 94 (1.4) 88 (2.1) 89 (1.9) 90 (2.4)
Percent combined
enrollment of Black and
other races/ethnicities
1
                               
Less than 6 percent 13 (2.8) 40 (5.5) 27 (4.1) 28 (4.6) 88 (3.2) 88 (3.4) 84 (3.4) 91 (2.6)
6 to 20 percent 19 (3.5) 43 (4.6) 27 (3.3) 26 (3.9) 93 (1.7) 86 (3.0) 80 (2.9) 95 (1.8)
21 to 49 percent 20 (3.0) 39 (3.9) 27 (2.8) 25 (3.4) 96 (1.3) 89 (2.4) 88 (2.0) 92 (2.1)
50 percent or more 19 (2.5) 40 (3.4) 28 (2.8) 28 (2.8) 96 (1.6) 90 (2.0) 83 (2.3) 86 (2.7)
Percent of students
eligible for free or
reduced-price lunch
                               
0 to 25 percent 17 (2.9) 45 (3.6) 27 (3.6) 22 (3.2) 95 (1.5) 83 (2.9) 82 (3.0) 90 (2.3)
26 to 50 percent 15 (3.1) 34 (4.1) 28 (4.2) 26 (4.0) 95 (1.5) 90 (2.3) 86 (2.5) 93 (1.8)
51 to 75 percent 19 (3.2) 40 (3.5) 26 (3.1) 30 (3.1) 93 (2.0) 92 (2.0) 84 (2.6) 93 (1.7)
76 percent or more 21 (3.4) 42 (3.9) 30 (3.7) 29 (3.6) 94 (2.2) 89 (2.7) 84 (2.5) 85 (3.4)
1 Percents are based on the 92 percent of classroom teachers at public elementary schools with music or visual arts specialists during the 2009–10 school year.
2 Other races/ethnicities include Hispanic, Asian/Pacific Islander and American Indian/Alaska Native students.
NOTE: Classroom teachers are teachers of self-contained classrooms; these teachers could teach arts areas as separate subjects or incorporate arts areas into other subjects. 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, “Arts Survey of Elementary School Classroom Teachers,” FRSS 102C, 2009–10.

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