Skip Navigation
small NCES header image

Table 62. Percent and standard error for public elementary school music specialists reporting that they gave moderate or major emphasis to various goals or objectives of student learning, by school characteristics: School year 200910
 
School characteristic Singing a varied repertoire of music Performing a varied repertoire of
music on a range of instruments
Improvising melodies, variations,
and accompaniments
Composing and arranging music
within specified guidelines
Reading and
notating music
Listening to, analyzing, and describing music Evaluating music and music performances Learning about
the expressive possibilities of music (i.e., conveying feelings, ideas,
and meaning)
Making connections among music, the other
arts, and disciplines outside the arts
Understanding music
in relation to history
and cultures
Using technology to gain knowledge and skills in music
Percent Standard
error
Percent Standard
error
Percent Standard
error
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 music specialists 80 (1.7) 74 (1.9) 48 (1.6) 38 (1.6) 93 (0.8) 82 (1.3) 70 (1.6) 82 (1.3) 74 (1.8) 78 (1.5) 43 (1.5)
                                             
Enrollment size                                            
Less than 300 77 (4.2) 74 (3.7) 46 (3.5) 35 (3.4) 93 (2.4) 81 (3.4) 65 (3.8) 79 (3.0) 66 (4.4) 74 (3.4) 35 (4.3)
300 to 499 80 (2.6) 71 (2.5) 48 (2.4) 42 (3.0) 94 (1.0) 82 (2.3) 70 (2.9) 84 (2.5) 76 (2.8) 81 (2.0) 41 (2.6)
500 or more 81 (2.6) 76 (2.7) 49 (2.6) 37 (2.4) 92 (1.3) 84 (1.9) 73 (1.9) 82 (1.8) 77 (2.2) 77 (2.4) 50 (2.3)
Community type                                            
City 75 (3.2) 71 (3.1) 46 (3.2) 36 (2.9) 93 (1.3) 76 (3.1) 64 (3.0) 82 (2.5) 78 (2.4) 80 (2.0) 43 (3.5)
Suburban 76 (3.0) 75 (2.9) 51 (3.1) 42 (2.7) 93 (1.4) 85 (2.2) 74 (2.7) 80 (2.3) 73 (2.9) 76 (2.6) 45 (2.5)
Town 91 (2.6) 76 (4.2) 45 (4.9) 33 (4.2) 94 (2.0) 82 (3.6) 68 (3.8) 84 (2.8) 73 (4.3) 83 (3.5) 42 (4.4)
Rural 85 (2.4) 74 (2.8) 47 (2.9) 39 (2.9) 92 (1.5) 86 (2.1) 71 (3.0) 85 (2.4) 72 (2.8) 76 (2.7) 41 (3.1)
Region                                            
Northeast 73 (4.1) 75 (3.2) 52 (3.9) 41 (3.3) 94 (1.4) 85 (2.8) 70 (3.9) 80 (3.4) 74 (2.8) 76 (3.3) 44 (3.1)
Southeast 90 (2.1) 81 (2.7) 55 (3.0) 40 (2.8) 94 (1.5) 87 (2.0) 71 (2.4) 85 (1.9) 82 (2.5) 83 (2.5) 52 (3.7)
Central 80 (3.0) 73 (2.7) 43 (2.9) 39 (2.5) 93 (1.7) 81 (2.6) 72 (2.9) 82 (2.5) 69 (3.8) 75 (3.0) 39 (3.1)
West 78 (3.6) 68 (4.2) 44 (3.8) 34 (2.9) 90 (2.0) 78 (3.3) 66 (3.6) 83 (2.5) 75 (3.1) 79 (2.9) 39 (3.6)
Percent combined enrollment of Black and other
races/ethnicities
1
                                           
Less than 6 percent 83 (3.5) 77 (2.6) 46 (4.4) 44 (3.8) 93 (2.3) 88 (2.3) 72 (3.8) 83 (2.6) 73 (3.7) 78 (3.5) 47 (4.2)
6 to 20 percent 81 (2.9) 78 (3.0) 47 (3.2) 36 (3.7) 94 (1.5) 81 (2.9) 68 (3.6) 80 (2.7) 69 (3.7) 72 (3.8) 36 (3.1)
21 to 49 percent 77 (3.4) 69 (4.2) 47 (3.2) 38 (3.4) 91 (1.8) 82 (2.3) 71 (2.9) 84 (2.7) 75 (3.1) 79 (3.0) 45 (3.1)
50 percent or more 80 (2.9) 72 (2.6) 51 (3.3) 37 (2.7) 92 (1.3) 81 (2.5) 70 (2.7) 82 (2.1) 79 (2.4) 82 (1.8) 46 (2.8)
Percent of students eligible for free or reduced-price lunch                                            
0 to 25 percent 74 (3.6) 76 (3.7) 50 (3.8) 41 (3.6) 92 (1.5) 82 (2.6) 71 (3.7) 82 (2.9) 70 (3.4) 77 (3.0) 42 (3.4)
26 to 50 percent 83 (3.0) 73 (3.4) 45 (3.1) 39 (2.7) 94 (1.5) 83 (2.6) 70 (3.5) 82 (2.7) 79 (3.1) 75 (3.7) 42 (3.2)
51 to 75 percent 87 (2.3) 73 (2.7) 47 (3.4) 34 (3.1) 93 (1.6) 83 (2.2) 70 (3.1) 82 (2.2) 72 (3.2) 80 (2.9) 45 (3.2)
76 percent or more 75 (4.7) 71 (3.4) 49 (3.0) 38 (4.1) 93 (1.4) 81 (3.0) 67 (3.3) 82 (3.0) 77 (3.5) 81 (2.9) 45 (3.8)
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.

Would you like to help us improve our products and website by taking a short survey?

YES, I would like to take the survey

or

No Thanks

The survey consists of a few short questions and takes less than one minute to complete.