Table 20.	Among public elementary schools that offered instruction in the arts, percentage distribution and standard error reporting the extent to which support for arts instruction was adequate: School year 2009–10

Type of support	Very adequate		Somewhat adequate		Somewhat inadequate		Very inadequate
	Percent	Standard error	Percent	Standard error	Percent	Standard error	Percent	Standard error
Funding	19	(1.1)	42	(1.6)	21	(1.4)	19	(1.4)
Facilities (e.g., classroom, storage, display)	39	(1.8)	35	(1.6)	14	(1.0)	13	(1.3)
Materials, equipment, tools, and instruments	33	(1.6)	44	(1.6)	15	(1.1)	8	(0.9)
Instructional time for the arts	31	(1.7)	41	(1.6)	17	(1.3)	11	(1.2)
Number of arts specialists	33	(1.5)	31	(1.7)	19	(1.3)	17	(1.2)
Arts professional development for teachers/specialists	23	(1.2)	36	(1.7)	25	(1.5)	17	(1.2)
Student interest on demand	45	(1.8)	43	(1.7)	9	(0.9)	3	(0.6)
Parent or community support	38	(1.5)	42	(1.5)	15	(1.0)	5	(0.8)

NOTE: Percents are based on the 96 percent of public elementary schools that reported instruction in the arts during regular school hours in the 2009–10 school year. Detail may not sum to totals because of rounding. 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, “Elementary School Arts Education Survey: Fall 2009,” FRSS 100, 2009–10.