| Table 56. | Among public elementary school classroom teachers who included arts instruction in any aspect of their classroom program, percent and standard error reporting that they taught various arts areas as separate subjects to their students, and of those teachers, percent and standard error reporting the type of curriculum used, by school characteristics: School year 2009–10—Continued (Return to Table 56) |
| School characteristic | Taught dance as a separate subject1 |
Dance curriculum is:2 | Taught drama/theatre as a separate subject1 |
Drama/theatre curriculum is:2 | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Based on a written, sequential, local (or district) curriculum guide |
Aligned with the state's standards or the National Standards for Arts Education | Based on a written, sequential, local (or district) curriculum guide |
Aligned with the standards or the National Standards for Arts Education |
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| Percent | Standard error | Percent | Standard error | Percent | Standard error | Percent | Standard error | Percent | Standard error | Percent | Standard error | |
| All public elementary school classroom teachers |
3 | (0.7) | 27! | (11.1) | 29! | (10.3) | 8 | (1.1) | 29 | (6.6) | 39 | (7.0) |
| Enrollment size | ||||||||||||
| Less than 300 | ‡ | (†) | # | (†) | # | (†) | 9! | (2.6) | 50! | (18.9) | 67 | (14.6) |
| 300 to 499 | 3! | (1.2) | ‡ | (†) | ‡ | (†) | 8 | (2.0) | ‡ | (†) | 33! | (12.1) |
| 500 or more | 4 | (1.0) | 35! | (15.8) | ‡ | (†) | 9 | (1.6) | 35! | (10.6) | 35 | (10.6) |
| Community type | ||||||||||||
| City | 5! | (1.9) | ‡ | (†) | ‡ | (†) | 13 | (3.2) | 30! | (12.3) | 24! | (11.4) |
| Suburban | 4! | (1.2) | 54! | (19.9) | ‡ | (†) | 9 | (1.9) | 31! | (11.6) | 36! | (11.3) |
| Town | ‡ | (†) | # | (†) | # | (†) | ‡ | (†) | ‡ | (†) | ‡ | (†) |
| Rural | ‡ | (†) | # | (†) | 66! | (43.7) | 5! | (1.8) | ‡ | (†) | 84 | (14.1) |
| Region | ||||||||||||
| Northeast | ‡ | (†) | # | (†) | # | (†) | 7! | (2.3) | ‡ | (†) | ‡ | (†) |
| Southeast | 3! | (1.3) | # | (†) | ‡ | (†) | 8 | (2.0) | 46! | (16.9) | 51! | (17.0) |
| Central | ‡ | (†) | # | (†) | # | (†) | 4! | (1.5) | ‡ | (†) | 62! | (22.1) |
| West | 6 | (1.7) | 45! | (16.9) | 45! | (16.6) | 13 | (2.1) | 24! | (8.5) | 34 | (9.5) |
| Percent combined enrollment of Black and other races/ethnicities3 |
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| Less than 6 percent | # | (†) | # | (†) | # | (†) | 5! | (1.9) | ‡ | (†) | 83 | (18.7) |
| 6 to 20 percent | ‡ | (†) | ‡ | (†) | ‡ | (†) | 7! | (2.1) | ‡ | (†) | ‡ | (†) |
| 21 to 49 percent | 4! | (1.3) | ‡ | (†) | ‡ | (†) | 9 | (2.2) | 41! | (15.8) | 53 | (13.3) |
| 50 percent or more | 6 | (1.7) | ‡ | (†) | ‡ | (†) | 11 | (2.5) | ‡ | (†) | 27! | (10.3) |
| Percent of students eligible for free or reduced-price lunch |
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| 0 to 25 percent | ‡ | (†) | ‡ | (†) | 62! | (†) | 8! | (2.6) | ‡ | (†) | 49! | (17.1) |
| 26 to 50 percent | 4! | (1.9) | ‡ | (†) | ‡ | (†) | 12 | (2.6) | 31! | (12.8) | 45 | (12.9) |
| 51 to 75 percent | 3! | (1.2) | ‡ | (†) | ‡ | (†) | 8 | (1.9) | 36! | (13.5) | 35! | (13.8) |
| 76 percent or more | 4! | (1.8) | ‡ | (†) | # | (†) | 7! | (2.3) | ‡ | (†) | ‡ | (†) |
| † Not applicable. | ||||||||||||
| # Rounds to zero. | ||||||||||||
| ! Interpret data with caution; the coefficient of variation is greater than or equal to 30 percent. | ||||||||||||
| ‡ Reporting standards not met. | ||||||||||||
| 1 Percents are based on the 88 percent of public elementary school classroom teachers who reported that they included arts instruction in any aspect of their classroom program. | ||||||||||||
| 2 Percents are based on the percentage of public elementary classroom teachers who reported that they taught various arts areas as separate subjects (6 percent for music, 14 percent for visual arts, 3 percent for dance, and 8 percent for drama/theatre). | ||||||||||||
| 3 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. | ||||||||||||
| 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. |
