Among public elementary school classroom teachers 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

NCES 2012-014rev
April 2012

Arts Education in Public Elementary and Secondary Schools: 1999–2000 and 2009–10

Table 37.	Among public elementary school classroom teachers 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

School characteristic	Activities focusing on arts instruction								Activities designed for all teachers
	Applied study in one of the arts or arts education		Developing knowledge about the arts (e.g., historical, cultural, analytical)		Connecting arts learning with other subject areas		Research on the arts and student learning (e.g., arts and cognition)		Incorporating state or district standards into instruction		Student assessment		Integrating educational technologies into instruction
	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 classroom teachers	17	(2.6)	19	(3.6)	20	(2.3)	11	(2.4)	49	(2.1)	45	(1.8)	34	(1.9)

Enrollment size
Less than 300	‡	(†)	18!	(8.3)	18!	(6.1)	‡	(†)	46	(5.0)	45	(5.0)	38	(5.1)
300 to 499	24	(6.4)	16!	(6.1)	20	(3.7)	14!	(4.9)	50	(3.4)	43	(3.0)	31	(2.9)
500 or more	15	(3.7)	21	(4.4)	21	(3.8)	10!	(3.2)	49	(3.3)	47	(2.4)	36	(2.7)
Community type
City	21	(6.0)	21!	(7.2)	22	(4.5)	10!	(4.9)	50	(4.9)	50	(4.0)	35	(4.9)
Suburban	21	(4.6)	23	(6.4)	22	(4.5)	15!	(4.6)	53	(4.1)	46	(3.2)	37	(3.2)
Town	‡	(†)	‡	(†)	‡	(†)	‡	(†)	44	(5.0)	39	(5.0)	31	(5.0)
Rural	8!	(3.7)	14!	(5.6)	17	(4.4)	‡	(†)	45	(4.0)	42	(3.8)	32	(3.7)
Region
Northeast	‡	(†)	‡	(†)	17!	(6.6)	‡	(†)	46	(5.1)	45	(5.9)	35	(5.1)
Southeast	12!	(4.7)	‡	(†)	15!	(5.2)	‡	(†)	51	(4.0)	46	(4.0)	40	(4.1)
Central	12!	(5.6)	23!	(8.9)	20	(5.1)	‡	(†)	56	(3.8)	47	(3.8)	32	(3.3)
West	29	(6.4)	28	(7.9)	27	(5.5)	20!	(6.9)	43	(5.1)	44	(3.8)	30	(3.9)
Percent combined enrollment of Black and other races/ethnicities¹
Less than 6 percent	‡	(†)	‡	(†)	17!	(6.1)	‡	(†)	45	(5.8)	35	(5.2)	36	(4.6)
6 to 20 percent	10!	(4.1)	19!	(7.0)	18	(4.8)	‡	(†)	54	(5.0)	47	(4.4)	33	(4.0)
21 to 49 percent	16!	(5.6)	14!	(5.3)	18	(4.4)	10!	(4.3)	48	(4.4)	44	(3.8)	32	(3.9)
50 percent or more	23	(4.7)	22	(5.6)	23	(4.6)	18	(5.0)	48	(4.4)	50	(3.6)	36	(3.5)
Percent of students eligible for free or reduced-price lunch
0 to 25 percent	10!	(4.4)	22!	(7.3)	16	(3.9)	9!	(4.4)	49	(5.0)	44	(4.2)	38	(4.3)
26 to 50 percent	14!	(6.4)	‡	(†)	9!	(4.3)	‡	(†)	52	(4.4)	48	(4.4)	29	(4.2)
51 to 75 percent	16!	(6.2)	26!	(9.5)	26	(5.9)	17!	(7.3)	47	(3.7)	42	(3.9)	38	(4.0)
76 percent or more	26	(7.0)	21!	(6.8)	24	(5.9)	15!	(5.6)	47	(4.5)	48	(4.2)	32	(3.9)

(†) Not applicable.

! Interpret data with caution; the coefficient of variation is greater than or equal to 30 percent.

‡ Reporting standards not met.

¹ Other 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 (22 percent for applied study in one of the arts or arts education, 18 percent for developing knowledge about the arts, 35 percent for connecting arts learning with other subject areas, 20 percent for research on the arts and student learning, 78 percent for incorporating state or district standards into instruction, 83 percent for student assessment, and 84 percent for integrating educational technologies into instruction). 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, “Arts Survey of Elementary School Classroom Teachers,” FRSS 102C, 2009–10.