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| Table 62. | Percent and standard error for public elementary school music specialists reporting that they gave moderate or major emphasis to various goals or objectives of student learning, by school characteristics: School year 2009–10 |
| School characteristic | Singing a varied repertoire of music | Performing a varied repertoire of music on a range of instruments |
Improvising melodies, variations, and accompaniments |
Composing and arranging music within specified guidelines |
Reading and notating music |
Listening to, analyzing, and describing music | Evaluating music and music performances | Learning about the expressive possibilities of music (i.e., conveying feelings, ideas, and meaning) |
Making connections among music, the other arts, and disciplines outside the arts |
Understanding music in relation to history and cultures |
Using technology to gain knowledge and skills in music | |||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Percent | Standard error |
Percent | Standard error |
Percent | Standard error |
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 school music specialists | 80 | (1.7) | 74 | (1.9) | 48 | (1.6) | 38 | (1.6) | 93 | (0.8) | 82 | (1.3) | 70 | (1.6) | 82 | (1.3) | 74 | (1.8) | 78 | (1.5) | 43 | (1.5) |
| Enrollment size | ||||||||||||||||||||||
| Less than 300 | 77 | (4.2) | 74 | (3.7) | 46 | (3.5) | 35 | (3.4) | 93 | (2.4) | 81 | (3.4) | 65 | (3.8) | 79 | (3.0) | 66 | (4.4) | 74 | (3.4) | 35 | (4.3) |
| 300 to 499 | 80 | (2.6) | 71 | (2.5) | 48 | (2.4) | 42 | (3.0) | 94 | (1.0) | 82 | (2.3) | 70 | (2.9) | 84 | (2.5) | 76 | (2.8) | 81 | (2.0) | 41 | (2.6) |
| 500 or more | 81 | (2.6) | 76 | (2.7) | 49 | (2.6) | 37 | (2.4) | 92 | (1.3) | 84 | (1.9) | 73 | (1.9) | 82 | (1.8) | 77 | (2.2) | 77 | (2.4) | 50 | (2.3) |
| Community type | ||||||||||||||||||||||
| City | 75 | (3.2) | 71 | (3.1) | 46 | (3.2) | 36 | (2.9) | 93 | (1.3) | 76 | (3.1) | 64 | (3.0) | 82 | (2.5) | 78 | (2.4) | 80 | (2.0) | 43 | (3.5) |
| Suburban | 76 | (3.0) | 75 | (2.9) | 51 | (3.1) | 42 | (2.7) | 93 | (1.4) | 85 | (2.2) | 74 | (2.7) | 80 | (2.3) | 73 | (2.9) | 76 | (2.6) | 45 | (2.5) |
| Town | 91 | (2.6) | 76 | (4.2) | 45 | (4.9) | 33 | (4.2) | 94 | (2.0) | 82 | (3.6) | 68 | (3.8) | 84 | (2.8) | 73 | (4.3) | 83 | (3.5) | 42 | (4.4) |
| Rural | 85 | (2.4) | 74 | (2.8) | 47 | (2.9) | 39 | (2.9) | 92 | (1.5) | 86 | (2.1) | 71 | (3.0) | 85 | (2.4) | 72 | (2.8) | 76 | (2.7) | 41 | (3.1) |
| Region | ||||||||||||||||||||||
| Northeast | 73 | (4.1) | 75 | (3.2) | 52 | (3.9) | 41 | (3.3) | 94 | (1.4) | 85 | (2.8) | 70 | (3.9) | 80 | (3.4) | 74 | (2.8) | 76 | (3.3) | 44 | (3.1) |
| Southeast | 90 | (2.1) | 81 | (2.7) | 55 | (3.0) | 40 | (2.8) | 94 | (1.5) | 87 | (2.0) | 71 | (2.4) | 85 | (1.9) | 82 | (2.5) | 83 | (2.5) | 52 | (3.7) |
| Central | 80 | (3.0) | 73 | (2.7) | 43 | (2.9) | 39 | (2.5) | 93 | (1.7) | 81 | (2.6) | 72 | (2.9) | 82 | (2.5) | 69 | (3.8) | 75 | (3.0) | 39 | (3.1) |
| West | 78 | (3.6) | 68 | (4.2) | 44 | (3.8) | 34 | (2.9) | 90 | (2.0) | 78 | (3.3) | 66 | (3.6) | 83 | (2.5) | 75 | (3.1) | 79 | (2.9) | 39 | (3.6) |
| Percent combined enrollment of Black and other races/ethnicities1 |
||||||||||||||||||||||
| Less than 6 percent | 83 | (3.5) | 77 | (2.6) | 46 | (4.4) | 44 | (3.8) | 93 | (2.3) | 88 | (2.3) | 72 | (3.8) | 83 | (2.6) | 73 | (3.7) | 78 | (3.5) | 47 | (4.2) |
| 6 to 20 percent | 81 | (2.9) | 78 | (3.0) | 47 | (3.2) | 36 | (3.7) | 94 | (1.5) | 81 | (2.9) | 68 | (3.6) | 80 | (2.7) | 69 | (3.7) | 72 | (3.8) | 36 | (3.1) |
| 21 to 49 percent | 77 | (3.4) | 69 | (4.2) | 47 | (3.2) | 38 | (3.4) | 91 | (1.8) | 82 | (2.3) | 71 | (2.9) | 84 | (2.7) | 75 | (3.1) | 79 | (3.0) | 45 | (3.1) |
| 50 percent or more | 80 | (2.9) | 72 | (2.6) | 51 | (3.3) | 37 | (2.7) | 92 | (1.3) | 81 | (2.5) | 70 | (2.7) | 82 | (2.1) | 79 | (2.4) | 82 | (1.8) | 46 | (2.8) |
| Percent of students eligible for free or reduced-price lunch | ||||||||||||||||||||||
| 0 to 25 percent | 74 | (3.6) | 76 | (3.7) | 50 | (3.8) | 41 | (3.6) | 92 | (1.5) | 82 | (2.6) | 71 | (3.7) | 82 | (2.9) | 70 | (3.4) | 77 | (3.0) | 42 | (3.4) |
| 26 to 50 percent | 83 | (3.0) | 73 | (3.4) | 45 | (3.1) | 39 | (2.7) | 94 | (1.5) | 83 | (2.6) | 70 | (3.5) | 82 | (2.7) | 79 | (3.1) | 75 | (3.7) | 42 | (3.2) |
| 51 to 75 percent | 87 | (2.3) | 73 | (2.7) | 47 | (3.4) | 34 | (3.1) | 93 | (1.6) | 83 | (2.2) | 70 | (3.1) | 82 | (2.2) | 72 | (3.2) | 80 | (2.9) | 45 | (3.2) |
| 76 percent or more | 75 | (4.7) | 71 | (3.4) | 49 | (3.0) | 38 | (4.1) | 93 | (1.4) | 81 | (3.0) | 67 | (3.3) | 82 | (3.0) | 77 | (3.5) | 81 | (2.9) | 45 | (3.8) |
| 1 Other races/ethnicities include Hispanic, Asian/Pacific Islander and American Indian/Alaska Native students. | ||||||||||||||||||||||
| NOTE: 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 Elementary School Music Specialists,” FRSS 102M, 2009–10. |
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