Percent and standard error for public elementary schools reporting various ways in which dance or drama/theatre was taught or incorporated into other curriculum areas, by school characteristics: School year 1999–2000—Continued (<a href='table

Table 139.	Percent and standard error for public elementary schools reporting various ways in which dance or drama/theatre was taught or incorporated into other curriculum areas, by school characteristics: School year 1999–2000—Continued (Return to Table 139)

School characteristic	Drama/theatre
	Drama/theatre as part of the English/language arts curriclum		Drama/theatre integrated into other areas of the curriclum		Other			Any integration with other subject or curriculum areas
	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 schools	30	(2.2)	43	(2.6)	11		(1.4)	50	(2.8)

Enrollment size
Less than 300	26	(4.4)	40	(5.2)	8	!	(2.8)	45	(5.7)
300 to 499	27	(3.3)	38	(3.8)	13		(2.7)	45	(4.0)
500 or more	36	(2.9)	50	(2.8)	12		(2.0)	59	(2.7)
Region
Northeast	25	(4.3)	38	(4.9)	13		(2.8)	45	(5.2)
Southeast	25	(3.9)	37	(4.4)	9		(2.6)	42	(4.6)
Central	24	(3.9)	38	(4.6)	10		(2.3)	45	(4.7)
West	42	(4.2)	55	(4.2)	13		(2.7)	64	(4.5)
Percent combined enrollment of Black and other races/ethnicities¹
Less than 6 percent	30	(4.3)	43	(4.3)	7		(1.6)	51	(4.4)
6 to 20 percent	32	(3.8)	45	(4.6)	12		(3.0)	53	(5.0)
21 to 49 percent	26	(3.8)	42	(4.5)	12		(2.7)	50	(5.5)
50 percent or more	33	(4.1)	43	(4.9)	15		(2.9)	47	(4.6)
Percent of students eligible for free or reduced-price lunch
0 to 25 percent	35	(3.9)	48	(4.7)	11		(2.1)	57	(4.8)
26 to 50 percent	29	(2.8)	49	(4.0)	11		(2.8)	53	(4.0)
51 to 75 percent	26	(4.7)	33	(5.0)	14		(3.1)	42	(6.2)
76 percent or more	28	(4.5)	39	(5.3)	11		(2.5)	44	(5.6)

! Interpret data with caution; the coefficient of variation is greater than or equal to 30 percent.
¹Other races/ethnicities include Hispanic, Asian/Pacific Islander, and American Indian/Alaska Native students.
NOTE: Respondents could report more than one method of incorporating dance and drama/theatre in their program of study. The data presented in this table may differ from previously published information because missing data from the 1999–2000 surveys were imputed for analysis in this report.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.