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Table 65. Among public elementary school music specialists, visual arts specialists, and classroom teachers who reported the use of any formal assessments to determine student progress and achievement in the arts, percent and standard error reporting that they used the assessment to a moderate or great extent, by school characteristics: School year 200910
 
School characteristic Observation1 Selected-response assessments (i.e., multiple choice, matching) Assessments requiring short written answers or essays Performance tasks or projects Portfolio collection of student work Developed rubrics
Music specialist1 Visual arts specialist Classroom teacher Music specialist Visual arts specialist Classroom teacher Music specialist Visual arts specialist Classroom teacher Music specialist Visual arts specialist Classroom teacher Music specialist Visual arts specialist Classroom teacher Music specialist Visual arts specialist Classroom teacher
Percent Standard
error
Percent Standard
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Percent Standard
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Percent Standard
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Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
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error
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error
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error
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error
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error
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error
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error
Percent Standard
error
Percent Standard
error
                                                                         
All public elementary school music, visual
arts, and classroom teachers
99 (0.4) 98 (0.5) 77 (2.7) 38 (1.5) 19 (1.2) 30 (3.1) 19 (1.3) 22 (1.4) 32 (2.9) 90 (1.0) 92 (1.1) 65 (2.6) 14 (1.1) 56 (2.0) 41 (3.1) 46 (1.8) 55 (1.8) 39 (3.0)
                                                                         
Enrollment size                                                                        
Less than 300 99 (1.1) 97 (1.3) 83 (5.9) 34 (3.9) 16 (2.8) 19 (6.1) 16 (2.7) 19 (3.5) 32 (7.6) 91 (2.0) 91 (2.7) 81 (6.1) 12 (2.4) 51 (5.3) 34 (6.9) 33 (3.7) 51 (4.8) 33 (7.0)
300 to 499 1001 (0.2) 99 (0.6) 82 (3.9) 39 (2.4) 18 (1.9) 26 (4.6) 19 (2.3) 23 (2.2) 32 (4.8) 89 (1.9) 93 (1.4) 69 (4.4) 14 (2.1) 59 (3.0) 45 (5.1) 49 (3.4) 55 (3.6) 39 (4.3)
500 or more 98 (0.6) 97 (1.1) 74 (3.6) 39 (2.4) 22 (2.0) 34 (4.2) 21 (2.1) 21 (2.0) 32 (4.1) 91 (1.4) 92 (1.4) 61 (4.0) 14 (1.8) 56 (2.7) 39 (4.2) 51 (3.1) 57 (3.0) 40 (4.1)
Community type                                                                        
City 98 (1.1) 99 (0.9) 75 (6.3) 36 (3.0) 16 (2.0) 25 (5.6) 17 (2.8) 22 (2.6) 27 (5.2) 89 (1.9) 92 (1.7) 61 (6.4) 10 (1.6) 62 (3.4) 43 (5.3) 46 (3.4) 57 (3.4) 37 (6.1)
Suburban 99 (0.6) 97 (1.0) 79 (4.8) 36 (2.9) 21 (2.6) 35 (5.3) 17 (2.1) 22 (2.8) 37 (5.0) 93 (1.5) 92 (1.7) 65 (4.8) 16 (2.2) 54 (2.8) 40 (5.0) 53 (3.3) 52 (3.4) 41 (4.7)
Town 99 (0.6) 97 (1.7) 82 (7.6) 46 (5.0) 20 (4.0) 28 (7.5) 29 (5.0) 23 (4.0) 30 (7.2) 83 (4.2) 91 (2.9) 76 (7.0) 14 (3.9) 56 (6.0) 39 (8.0) 43 (4.8) 62 (5.2) 29 (6.7)
Rural 99 (0.6) 97 (1.1) 75 (5.8) 40 (3.3) 19 (2.7) 27 (6.6) 21 (2.4) 19 (2.4) 30 (5.5) 91 (2.0) 93 (1.7) 67 (4.7) 13 (2.0) 51 (3.1) 39 (6.3) 38 (3.4) 53 (3.1) 43 (6.8)
Region                                                                        
Northeast 99 (0.7) 98 (1.0) 73 (8.1) 37 (3.9) 22 (3.1) 24 (8.1) 22 (3.0) 22 (3.1) 34 (8.6) 90 (2.3) 94 (1.6) 61 (9.3) 19 (3.1) 57 (4.0) 43 (6.4) 53 (4.1) 58 (3.4) 50 (9.1)
Southeast 99 (1.1) 98 (1.0) 78 (5.3) 41 (2.9) 23 (2.4) 45 (5.5) 18 (2.2) 29 (2.8) 43 (5.5) 89 (2.0) 95 (1.6) 70 (4.5) 14 (2.0) 60 (3.2) 40 (5.4) 41 (3.6) 53 (3.3) 45 (5.0)
Central 99 (0.4) 98 (1.2) 80 (6.9) 39 (3.1) 16 (2.1) 25 (7.0) 20 (2.2) 16 (2.7) 27 (6.4) 90 (1.9) 92 (1.8) 67 (6.7) 11 (2.1) 49 (3.8) 42 (7.9) 48 (2.6) 57 (3.3) 45 (6.0)
West 98 (1.0) 98 (1.4) 77 (3.8) 35 (3.1) 15 (3.9) 20 (4.2) 17 (2.3) 21 (3.7) 22 (4.8) 90 (2.0) 87 (3.5) 62 (4.6) 10 (2.1) 62 (4.8) 40 (5.0) 42 (3.6) 48 (4.0) 27 (4.5)
Percent combined enrollment of Black and other
races/ethnicities
2
                                                                       
Less than 6 percent 99 (0.5) 97 (1.3) 80 (6.7) 39 (3.9) 16 (2.9) 17 (7.3) 21 (3.1) 16 (2.7) 16 (6.9) 90 (2.0) 93 (2.3) 57 (8.4) 16 (3.4) 52 (4.6) 37 (9.6) 36 (4.2) 58 (3.8) 39 (8.3)
6 to 20 percent 99 (0.6) 98 (0.8) 77 (5.7) 39 (2.9) 18 (2.8) 29 (6.3) 18 (2.7) 19 (3.3) 31 (6.3) 89 (2.1) 90 (2.2) 67 (6.9) 12 (2.5) 57 (4.0) 39 (6.0) 53 (3.4) 56 (3.4) 44 (6.8)
21 to 49 percent 99 (0.7) 98 (1.1) 73 (4.8) 33 (3.4) 22 (3.4) 30 (5.8) 15 (2.5) 22 (3.2) 33 (5.8) 89 (2.4) 91 (2.2) 63 (5.2) 7 (1.8) 51 (3.4) 39 (5.9) 45 (3.6) 44 (3.6) 35 (5.4)
50 percent or more 99 (0.8) 97 (1.2) 80 (4.5) 41 (2.4) 20 (2.2) 33 (5.0) 23 (2.8) 27 (3.2) 36 (5.0) 92 (1.6) 95 (1.5) 68 (5.2) 18 (2.2) 62 (3.8) 43 (5.3) 48 (3.3) 61 (3.3) 40 (5.3)
Percent of students eligible for free or reduced-
price lunch
                                                                       
0 to 25 percent 99 (0.7) 98 (0.9) 75 (5.4) 34 (3.0) 19 (2.6) 30 (7.6) 15 (2.1) 18 (2.4) 28 (7.1) 91 (1.9) 88 (2.1) 59 (6.9) 13 (2.3) 56 (3.8) 49 (6.6) 52 (3.8) 54 (3.2) 40 (6.6)
26 to 50 percent 99 (0.6) 97 (1.2) 73 (5.7) 38 (3.0) 21 (3.2) 26 (5.8) 23 (2.4) 25 (3.0) 26 (6.1) 90 (2.0) 93 (1.7) 66 (6.3) 12 (1.8) 54 (3.8) 29 (6.9) 41 (3.8) 53 (3.6) 45 (7.3)
51 to 75 percent 99 (0.8) 98 (1.0) 77 (4.8) 37 (3.2) 17 (2.6) 31 (5.0) 17 (2.5) 17 (2.8) 35 (5.6) 87 (2.2) 92 (2.1) 65 (5.3) 13 (2.3) 54 (3.7) 44 (6.4) 42 (3.1) 51 (3.5) 29 (4.4)
76 percent or more 98 (1.2) 98 (1.2) 83 (5.2) 45 (3.4) 21 (3.0) 32 (6.7) 25 (3.2) 28 (3.7) 38 (6.3) 91 (2.1) 96 (2.0) 73 (6.2) 17 (2.4) 60 (5.1) 40 (6.2) 50 (4.0) 65 (4.4) 46 (7.0)
! Interpret data with caution; the coefficient of variation is greater than or equal to 30 percent.
1 Rounds to 100 percent.
2 Other races/ethnicities include Hispanic, Asian/Pacific Islander and American Indian/Alaska Native students.
NOTE: Percents are based on the percentage of teachers who used any formal assessments to determine student progress and achievement in the arts (95 percent of elementary music specialists, 93 percent of elementary visual arts specialists, and 60 percent of elementary classroom teachers). 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. 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, “Survey of Elementary School Music Specialists,” FRSS 102M, 2009–10; “Survey of Elementary School Visual Arts Specialists,” FRSS 102VA, 2009–10; and “Arts Survey of Elementary School Classroom Teachers,” FRSS 102C, 2009–10.

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