Among public secondary school visual arts specialists who participated in various professional development activities, percent and standard error reporting that they spent more than 8 hours in the activity, by school characteristics: School year 2009–10—Continued (<a href='table

Table 102.	Among public secondary school visual arts specialists who participated in various professional development activities, percent and standard error reporting that they spent more than 8 hours in the activity, by school characteristics: School year 2009–10—Continued (Return to Table 102)

School characteristic	Activities designed for all teachers
	Incorporating state or district standards into instruction		Student assessment		A subject area that is unrelated to visual arts
	Percent	Standard error	Percent	Standard error	Percent	Standard error

All public secondary school visual arts specialists	38	(1.7)	33	(2.0)	49	(2.6)

Enrollment size
Less than 500	40	(3.3)	33	(4.4)	56	(5.9)
500 to 999	37	(3.0)	28	(3.3)	49	(4.9)
1,000 or more	38	(3.2)	36	(3.3)	44	(4.9)
Community type
City	44	(3.8)	37	(4.0)	46	(5.4)
Suburban	36	(3.2)	34	(3.6)	52	(5.5)
Town	38	(5.3)	25	(4.8)	47	(6.5)
Rural	36	(2.7)	33	(3.4)	49	(5.0)
Region
Northeast	37	(3.3)	29	(3.8)	46	(4.9)
Southeast	37	(3.5)	32	(3.4)	44	(5.0)
Central	39	(3.4)	33	(3.0)	53	(3.9)
West	40	(3.5)	37	(4.4)	50	(6.0)
Percent combined enrollment of Black and other races/ethnicities¹
Less than 6 percent	41	(3.4)	34	(4.2)	49	(5.7)
6 to 20 percent	35	(3.4)	28	(3.5)	44	(5.7)
21 to 49 percent	37	(3.9)	32	(3.9)	51	(7.2)
50 percent or more	40	(3.7)	38	(3.9)	52	(5.7)
Percent of students eligible for free or reduced-price lunch
0 to 25 percent	36	(3.0)	34	(3.8)	46	(5.5)
26 to 50 percent	39	(3.0)	32	(2.8)	48	(5.1)
51 to 75 percent	43	(3.7)	32	(3.6)	55	(6.2)
76 percent or more	40	(5.4)	37	(5.8)	52	(9.6)

¹Other races/ethnicities include Hispanic, Asian/Pacific Islander and American Indian/Alaska Native students.
NOTE: Percents are based on the percentage of teachers who participated in each professional development activity (50 percent for applied study in art studio, 51 percent for developing knowledge about visual arts, 57 percent for connecting visual arts learning with other subject areas, 43 percent for research on arts and student learning, 60 percent for integrating educational technologies into visual arts instruction, 78 percent for incorporating state or district standards into instruction, 77 percent for student assessment, and 36 percent for a subject area that is unrelated to visual arts). 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 Secondary School Visual Arts Specialists,” FRSS 103VA, 2009–10.