Arts

Education

In Public Elementary and Secondary Schools

1999–2000 and 2009–10

NCES 2012 -014 U.S. Department of Education
Arts

Education

In Public Elementary and Secondary Schools

1999–2000 and 2009–10 

Basmat Parsad

Maura Spiegelman

Westat

Jared Coopersmith

Project Officer

National Center for Education Statistics

NCES 2012–014

U.S. DEPARTMENT OF EDUCATION
U.S. Department of Education

Arne Duncan

Secretary

Institute of Education Sciences

John Q. Easton

Director

National Center for Education Statistics

Jack Buckley

Commissioner

Early Childhood, International, and Crosscutting Studies Division

Val Plisko

Associate Commissioner

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Suggested Citation

Parsad, B., and Spiegelman, M. (2012). Arts Education in Public Elementary and Secondary Schools: 1999–2000 and 2009–10 (NCES 2012–014). 

National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.

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Content Contact

Jared Coopersmith

(202) 219-7106

jared.coopersmith@ed.gov
Arts Education in Public Elementary and Secondary Schools III

Acknowledgments

The authors would like to recognize the school principals and teachers in public elementary and secondary schools who provided data 

on arts education upon which the report is based. The data were collected on behalf of the Office of Innovation and Improvement in the 

U.S. Department of Education. 

Select photos courtesy of the U.S. Department of Education and the Educational Theatre Association. 
This page intentionally left blank.
Arts Education in Public Elementary and Secondary Schools V

Table of Contents

Page

Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . III

List of Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . VII

List of Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IX

Appendix A Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XI

Appendix B Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XI

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Arts Education at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Elementary Schools and Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Availability of arts education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Characteristics of arts education programs......................................................................................... 6

Arts education activities outside of regular school hours and school-community partnerships . . . . . . . . . . . . . . . . . . . 7

Teaching load . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Secondary Schools and Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Availability of arts education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Characteristics of arts education programs......................................................................................... 10

Arts education instructors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Graduation requirements and the calculation of grade point averages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Arts education activities outside of regular school hours and school-community partnerships . . . . . . . . . . . . . . . . . . . 12

Teaching load . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

A Closer Look at Music Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Elementary Schools and Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Indicator 1: Availability of Music Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Indicator 2: Characteristics of Music Education Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Indicator 3: Music Professional Development for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Indicator 4: Teaching Load for Music Specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Indicator 5: Integration of Music and Other Subject Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Indicator 6: Student Assessment in Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Secondary Schools and Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Indicator 7: Availability of Music Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Indicator 8: Characteristics of Music Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Indicator 9: Music Professional Development for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Indicator 10: Teaching Load for Music Specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Indicator 11: Integration of Music and Other Subject Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Indicator 12: Student Assessment in Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
VI Arts Education in Public Elementary and Secondary Schools

Table of Contents (continued)

Page

A Closer Look at Visual Arts Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Elementary Schools and Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Indicator 13: Availability of Visual Arts Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Indicator 14: Characteristics of Visual Arts Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Indicator 15: Visual Arts Professional Development for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Indicator 16: Teaching Load for Visual Arts Specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Indicator 17: Integration of Visual Arts and Other Subject Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Indicator 18: Student Assessment in Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Secondary Schools and Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Indicator 19: Availability of Visual Arts Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

Indicator 20: Characteristics of Visual Arts Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Indicator 21: Visual Arts Professional Development for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

Indicator 22: Teaching Load for Visual Arts Specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

Indicator 23: Integration of Visual Arts and Other Subject Areas . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Indicator 24: Student Assessment in Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

A Closer Look at Dance Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Elementary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Indicator 25: Availability of Dance Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Indicator 26: Characteristics of Dance Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Indicator 27: Dance Professional Development for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Secondary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Indicator 28: Availability and Characteristics of Dance Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Indicator 29: Dance Professional Development for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

A Closer Look at Drama/Theatre Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Elementary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Indicator 30: Availability of Drama/Theatre Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Indicator 31: Characteristics of Drama/Theatre Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Indicator 32: Drama /Theatre Professional Development for Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

Secondary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Indicator 33: Availability and Characteristics of Drama/Theatre Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Indicator 34: Drama/Theatre Professional Development for Teachers...................................................... 51

Related Reports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Appendix A: Technical Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-1

Appendix B: Standard Errors for Text Tables and Figures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-1
Arts Education in Public Elementary and Secondary Schools VII

List of Tables

Table Page

1 Percent of public elementary school music and visual arts specialists who taught the arts subject full time, 

and of those teachers, percent reporting various indicators of teaching load: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

2 Average class size for classes taught by public elementary school classroom teachers, percent of the teachers 

reporting that they included arts instruction in their classroom program, and of those teachers, percent reporting 

various ways of teaching arts subjects: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

3 Percent of public secondary schools reporting arts coursework requirements for graduation and the inclusion 

of grades in arts classes in the calculation of grade point averages: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . 12

4 Percent of public secondary school music and visual arts specialists who taught the arts subject full time, 

and of those teachers, percent reporting various indicators of teaching load: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

5 Among public elementary schools that offered instruction in music, percent reporting selected program 

characteristics for music, by percent of students eligible for free or reduced-price lunch: School years 

1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

6 Percent of public elementary school music specialists reporting that they participated in various professional 

development activities, and of those teachers, percent reporting that participation improved their teaching to 

a moderate or great extent: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

7 Percent of public elementary school music specialists who taught music full time, and of those teachers, 

percent reporting various indicators of teaching load, by percent of students eligible for free or reduced-price lunch: 

School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

8 Percent of public elementary school music specialists reporting that they participated in various activities 

that focused on the integration of music with other subjects, by percent of students eligible for free or reduced-price 

lunch: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

9 Among public secondary schools that offered music instruction, number of music instructors 

reported by schools and percent that were art specialists in 2008–09, percent of schools reporting 

the number of courses offered in 2008–09, and percent reporting district curriculum guides and 

dedicated rooms for instruction in 2009–10, by percent of students eligible for free or reduced-price lunch . . . . . . . . . . . . . . . . . . . . . . 22

10 Percent of public secondary school music specialists reporting that they participated in various professional 

development activities, and of those teachers, percent reporting that participation improved their 

teaching to a moderate or great extent: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

11 Percent of public secondary school music specialists who taught music full time, and of those teachers, 

percent reporting various indicators of teaching load, by percent of students eligible for free or reduced-price lunch: 

School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

12 Percent of public secondary school music specialists reporting that they participated in various activities 

that focused on the integration of music with other subjects, by percent of students eligible for free or 

reduced-price lunch: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

13 Among public elementary schools that offered instruction in visual arts, percent reporting selected program 

characteristics for visual arts, by percent of students eligible for free or reduced-price lunch: 

School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
VIII Arts Education in Public Elementary and Secondary Schools

List of Tables (continued)

Table Page

14 Percent of public elementary school visual arts specialists reporting that they participated in various 

professional development activities, and of those teachers, percent reporting that participation 

improved their teaching to a moderate or great extent: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

15 Percent of public elementary school visual arts specialists who taught visual arts full time, 

and of those teachers, percent reporting various indicators of teaching load, by percent of 

students eligible for free or reduced-price lunch: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

16 Percent of public elementary school visual arts specialists reporting that they participated in various 

activities that focused on the integration of visual arts with other subjects, by percent of students eligible 

for free or reduced-price lunch: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

17 Among public secondary schools that offered visual arts instruction, number of visual arts instructors 

reported by schools and percent that were arts specialists in 2008–09, percent of schools reporting 

the number of courses offered in 2008–09, and percent reporting district curriculum guides and 

dedicated rooms for instruction in 2009–10, by percent of students eligible for free or reduced-price lunch . . . . . . . . . . . . . . . . . . . . . 35

18 Percent of public secondary school visual arts specialists reporting that they participated in 

various professional development activities, and of those teachers, percent reporting that 

participation improved their teaching to a moderate or great extent: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

19 Percent of public secondary school visual arts specialists who taught visual arts full time, and of 

those teachers, percent reporting various indicators of teaching load, by percent of students eligible 

for free or reduced-price lunch: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

20 Percent of public secondary school visual arts specialists reporting that they participated in various 

activities that focused on the integration of visual arts with other subjects, by percent of students 

eligible for free or reduced-price lunch: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

21 Percent of public elementary schools reporting instruction designated specifically for dance, and 

percent reporting the incorporation of dance into other subject or curriculum areas, by percent 

of students eligible for free or reduced-price lunch: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

22 Among public secondary schools that offered dance instruction, number of dance instructors 

reported by schools and percent that were arts specialists in 2008–09, percentage distribution 

of schools reporting the number of courses offered in 2008–09, and percentage distribution 

reporting the primary space used and curriculum guides for instruction in 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

23 Percent of public elementary schools reporting instruction specifically for drama/

theatre, and percent reporting the incorporation of drama/theatre into other subject 

or curriculum areas, by percent of students eligible for free or reduced-price lunch: 

School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

24 Among public secondary schools that offered drama/theatre instruction, number of drama/theatre 

instructors reported by schools and percent that were arts specialists in 2008–09, percentage 

distribution of schools reporting the number of courses offered in 2008–09, and percentage 

distribution reporting the primary space used and curriculum guides for instruction in 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Arts Education in Public Elementary and Secondary Schools IX

List of Figures

Figure Page

1 Percent of public elementary schools reporting instruction designated specifically for various arts 

subjects and percent incorporating dance and drama/theatre into other subject or curriculum 

areas: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

2 Among public elementary schools that offered instruction in various arts subjects, percent reporting 

the availability of arts specialists, the frequency of arts instruction, and the availability of district 

curriculum guides for arts subject areas: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

3 Percent of public elementary schools reporting that they provided or sponsored curriculumguided activities in the arts outside of regular school hours in 2009–10 and percent reporting 

partnerships or collaborations with various outside artists or entities in 2008–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

4 Percent of public secondary schools reporting whether various arts subjects were taught at 

the school: School years 1999–2000 and 2008–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

5 Among public secondary schools that offered instruction in various arts subjects, percent 

offering five or more different courses in 2008–09 and percent reporting district curriculum 

guides and dedicated rooms for instruction in 2009–10, by arts subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

6 Among public secondary schools that offered instruction in various arts subjects, number 

and percentage distribution of teachers on staff reported as arts instructors who taught various 

arts subjects, by teaching status: School year 2008–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

7 Percent of public secondary schools reporting that they provided or sponsored curriculumguided instructional activities in the arts outside of regular school hours in 2009–10 and 

percent reporting partnerships or collaborations with various outside artists or entities in 2008–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

8 Percent of public elementary schools reporting instruction designated specifically for music, 

by percent of students eligible for free or reduced-price lunch: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

9 Percent of public elementary schools reporting that the school or district offered music professional 

development programs for teachers: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

10 Among public elementary school music specialists who used any formal assessment to determine 

student progress and achievement in the arts, percent reporting that they used various types of 

assessment to a moderate or great extent: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

11 Percent of public secondary schools reporting instruction in music, by percent of students 

eligible for free or reduced-price lunch: School years 1999–2000 and 2008–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

12 Percent of public secondary schools reporting that the school or district offered music professional 

development programs for teachers: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

13 Among public secondary school music specialists who used any formal assessment to determine 

student progress and achievement in the arts, percent reporting that they used various types 

of assessment to a moderate or great extent: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

14 Percent of public elementary schools reporting instruction designated specifically for visual 

arts, by percent of students eligible for free or reduced-price lunch: School years 1999–2000 and 2009–10...................... 28
X Arts Education in Public Elementary and Secondary Schools

List of Figures (continued)

Figure Page

15 Percent of public elementary schools reporting that the school or district offered 

visual arts professional development programs for teachers: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

16 Among public elementary school visual arts specialists who used any formal assessment 

to determine student progress and achievement in the arts, percent reporting that they used 

various types of assessment to a moderate or great extent: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

17 Percent of public secondary schools reporting instruction in visual arts, by percent of students 

eligible for free or reduced-price lunch: School years 1999–2000 and 2008–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

18 Percent of public secondary schools reporting that the school or district offered visual arts 

professional development programs for teachers: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

19 Among public secondary school visual arts specialists who used any formal assessment 

to determine student progress and achievement in the arts, percent reporting that they 

used various types of assessment to a moderate or great extent: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

20 Among public elementary schools that offered instruction in dance, percent reporting 

selected program characteristics for that subject: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

21 Percent of public elementary schools reporting that the school or district offered dance 

professional development programs for teachers: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

22 Percent of public secondary schools offering instruction in dance, by percent of students 

eligible for free or reduced-price lunch: School years 1999–2000 and 2008–09 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

23 Percent of public secondary schools reporting that the school or district offered dance 

professional development programs for teachers: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45

24 Among public elementary schools that offered drama/theatre instruction, percent reporting 

selected program characteristics for that subject: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

25 Percent of public elementary schools reporting that the school or district offered drama/theatre 

professional development programs for teachers: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48

26 Percent of public secondary schools reporting instruction in drama/theatre, by percent of 

students eligible for free or reduced-price lunch: School years 1999–2000 and 2008–09............................................. 49

27 Percent of public secondary schools reporting that the school or district offered drama/theatre 

professional development programs for teachers: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Arts Education in Public Elementary and Secondary Schools XI

Appendix A and B Tables

A Table Page

A-1 Overview of sample selection for school-level surveys, teacher list collections, 

and teacher-level surveys: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-2

A-2 Number and percentage distribution of public elementary schools and teachers 

in the study and estimated number and percentage distribution in the nation, 

by school characteristics: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-4

A-3 Number and percentage distribution of public secondary schools and teachers 

in the study and estimated number and percentage distribution in the nation, 

by school characteristics: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-7

A-4 Percent of cases with imputed data for the elementary school survey sample, 

and percent of cases with imputed data the sample represents, by questionnaire item: 

School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-11

A-5 Percent of cases with imputed data for the elementary school music teacher survey sample, 

and percent of cases with imputed data the sample represents, by questionnaire item: 

School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-15

A-6 Percent of cases with imputed data for the elementary school visual arts 

teacher survey sample, and percent of cases with imputed data the sample represents, 

by questionnaire item: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-18

A-7 Percent of cases with imputed data for the elementary school classroom 

teacher survey sample, and percent of cases with imputed data the sample represents, 

by questionnaire item: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-21

A-8 Percent of cases with imputed data for the secondary school survey sample, 

and percent of cases with imputed data the sample represents, by questionnaire item: 

School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-23

A-9 Percent of cases with imputed data for the secondary school music teacher 

survey sample, and percent of cases with imputed data the sample represents, 

by questionnaire item: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-27

A-10 Percent of cases with imputed data for the secondary school visual arts teacher 

survey sample, and percent of cases with imputed data the sample represents,

by questionnaire item: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . A-31

B Table Page

B-1a Standard errors for the percent of public elementary school music and visual arts specialists 

who taught the arts subject full time, and of those teachers, percent reporting various indicators 

of teaching load: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-1

B-2a Standard errors for the average class size for classes taught by public elementary school classroom 

teachers, percent of the teachers reporting that they included arts instruction in their classroom program, 

and of those teachers, percent reporting various ways of teaching arts subjects: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . B-1

B-3a Standard errors for the percent of public secondary schools reporting arts coursework requirements 

for graduation and the inclusion of grades in arts classes in the calculation of grade point averages: 

School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-2
XII Arts Education in Public Elementary and Secondary Schools

Appendix B Tables (continued)

B Table Page

B-4a Standard errors for the percent of public secondary school music and visual arts specialists who taught 

the arts subject full time, and of those teachers, percent reporting various indicators of teaching load: 

School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-2

B-5a Among public elementary schools that offered instruction in music, standard errors for the percent 

reporting selected program characteristics for music, by percent of students eligible for free or 

reduced-price lunch: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-3

B-6a Standard errors for the percent of public elementary school music specialists reporting that they 

participated in various professional development activities, and of those teachers, percent reporting 

that participation improved their teaching to a moderate or great extent: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . B-3

B-7a Standard errors for the percent of public elementary school music specialists who taught 

music full time, and of those teachers, percent reporting various indicators of teaching load, 

by percent of students eligible for free or reduced-price lunch: School year 2009–10 .................................................. B-4

B-8a Standard errors for the percent of public elementary school music specialists reporting 

that they participated in various activities that focused on the integration of music with other subjects, 

by percent of students eligible for free or reduced-price lunch: School year 2009–10 .................................................. B-4

B-9a Among public secondary schools that offered music instruction, standard errors for the 

number of music instructors reported by schools and percent that were arts specialists in 2008–09, 

percent of schools reporting the number of courses offered in 2008–09, and percent reporting district 

curriculum guides and dedicated rooms for instruction in 2009–10, by percent of students eligible for 

free or reduced-price lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-5

B-10a Standard errors for the percent of public secondary school music specialists reporting that they 

participated in various professional development activities, and of those teachers, percent reporting 

that participation improved their teaching to a moderate or great extent: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-5

B-11a Standard errors for the percent of public secondary school music specialists who taught music full time, 

and of those teachers, percent reporting various indicators of teaching load, by percent of students 

eligible for free or reduced-price lunch: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-6

B-12a Standard errors for the percent of public secondary school music specialists reporting that 

they participated in various activities that focused on the integration of music with other subjects, 

by percent of students eligible for free or reduced-price lunch: School year 2009–10 .................................................. B-6

B-13a Among public elementary schools that offered instruction in visual arts, standard errors for the 

percent reporting selected program characteristics for visual arts, by percent of students eligible 

for free or reduced-price lunch: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-7

B-14a Standard errors for the percent of public elementary school visual arts specialists reporting that they 

participated in various professional development activities, and of those teachers, percent reporting 

that participation improved their teaching to a moderate or great extent: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . B-7

B-15a Standard errors for the percent of public elementary school visual arts specialists who taught visual arts 

full time, and of those teachers, percent reporting various indicators of teaching load, by percent of students 

eligible for free or reduced-price lunch: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-8

B-16a Standard errors for the percent of public elementary school visual arts specialists reporting that 

they participated in various activities that focused on the integration of visual arts with other 

subjects, by percent of students eligible for free or reduced-price lunch: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-8
Arts Education in Public Elementary and Secondary Schools XIII

Appendix B Tables (continued)

B Table Page

B-17a Among public secondary schools that offered visual arts instruction, standard errors for the 

number of visual arts instructors reported by schools and percent that were arts specialists in 2008–09, 

percent of schools reporting the number of courses offered in 2008–09, and percent reporting district 

curriculum guides and dedicated rooms for instruction in 2009–10, by percent of students eligible for 

free or reduced-price lunch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-9

B-18a Standard errors for the percent of public secondary school visual arts specialists reporting that they 

participated in various professional development activities, and of those teachers, percent reporting 

that participation improved their teaching to a moderate or great extent: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-9

B-19a Standard errors for the percent of public secondary school visual arts specialists who taught visual arts 

full time, and of those teachers, percent reporting various indicators of teaching load, by percent of 

students eligible for free or reduced-price lunch: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-10

B-20a Standard errors for the percent of public secondary school visual arts specialists reporting that 

they participated in various activities that focused on the integration of visual arts with other 

subjects, by percent of students eligible for free or reduced-price lunch: School year 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-10

B-21a Standard errors for the percent of public elementary schools reporting instruction designated 

specifically for dance, and percent reporting the incorporation of dance into other subject or curriculum 

areas, by percent of students eligible for free or reduced-price lunch: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . B-11

B-22a Among public secondary schools that offered dance instruction, standard errors for the number of dance 

instructors reported by schools and percent that were arts specialists in 2008–09, percentage distribution 

of schools reporting the number of courses offered in 2008–09, and percentage distribution reporting the 

primary space used and curriculum guides for instruction in 2009–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-11

B-23a Standard errors for the percent of public elementary schools reporting instruction designated specifically 

for drama/theatre, and percent reporting the incorporation of drama/theatre into other subject or curriculum 

areas, by percent of students eligible for free or reduced-price lunch: School years 1999–2000 and 2009–10 . . . . . . . . . . . . . . . . . . B-12

B-24a Among public secondary schools that offered drama/theatre instruction, standard errors for the 

number of drama/theatre instructors reported by schools and percent that were arts specialists in 

2008–09, percentage distribution of schools reporting the number of courses offered in 2008–09, and 

percentage distribution reporting the primary space used and curriculum guides for instruction in 2009–10 . . . . . . . . . . . . . . . . . . . . B-12

B-25a Estimates and standard errors for figures in Arts at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-13

B-26a Estimates and standard errors for figures in A Closer Look at Music Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-16

B-27a Estimates and standard errors for figures in A Closer Look at Visual Arts Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-18

B-28a Estimates and standard errors for figures in A Closer Look at Dance Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-20

B-29a Estimates and standard errors for figures in A Closer Look at Drama/Theatre Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . B-21

Arts Education in Public Elementary and Secondary Schools 1

Introduction

Student access to arts education and the quality of such instruction in the nation’s 

public schools continue to be of concern to policymakers, educators, and families.1 

Specifically, research has focused on questions such as: To what extent do students 

receive instruction in the arts? Under what conditions is this instruction provided? 

What is the profile of arts education instructors? (Ruppert and Nelson 2006). This 

study is the third of its kind to be conducted by the National Center for Education 

Statistics (NCES) in the Institute of Education Sciences (IES), U.S. Department of 

Education, to provide national data that inform these issues. The first study was 

conducted in the 1994–95 school year to provide baseline data on public schools’ 

approaches to arts education. The second study was conducted during the 1999–

2000 school year to provide broader coverage of arts education issues by collecting 

the first national data on educational backgrounds, professional development 

activities, teaching loads, and instructional practices of elementary school teachers—

self-contained classroom teachers, music specialists, and visual arts specialists.2

To update the information from a decade 

ago, Congress requested that the U.S. 

Department of Education’s Office of 

Innovation and Improvement (OII) and 

NCES conduct a new study that would 

borrow from and build on the previous 

studies. This study examines many of the 

issues from the previous studies, 

including the extent to which students 

received instruction in the arts; the 

facilities and resources available for arts 

education instruction; and the 

preparation, work environments, and 

instructional practices of music and 

visual arts specialists and non-arts 

classroom teachers.3

 This study also 

addresses emerging issues such 

as the availability of curriculum-based 

arts education activities outside 

of regular school hours and the presence 

of school-community partnerships in the 

arts. In addition, the current study 

provides broader coverage of arts 

education instructors by including two 

new surveys for secondary music and 

visual arts specialists.

Selected data from the current report 

were published in a First Look report 

that was intended to introduce the 

2009–10 survey data and highlight a 

few summary statistics on the current 

status of arts education (Parsad and 

Spiegelman 2011).4

 The purpose of this 

second report is to provide a broader 

description of the current status of arts 

education and changes from a decade 

ago. This report is not intended to be an 

exhaustive description of data collected 

from the set of seven surveys. Rather, 

it is designed to describe key indicators 

of arts education in 2009–10 and 

comparisons with 1999–2000, where 

applicable. Detailed data from all of the 

surveys are provided in supplemental 

tables at http://nces.ed.gov/pubsearch/

pubsinfo.asp?pubid=2012014. At the 

elementary school level, indicators are 

based on data collected from school 

principals, music specialists, visual arts 

specialists, and classroom teachers. 

Indicators at the secondary level are 

based on data collected from school 

principals, music specialists, and visual 

arts specialists.

“To what extent do students receive instruction 

in the arts? Under what conditions is this 

instruction provided?...” Selected indicators on arts education in 

public elementary and secondary schools 

are organized into four sections, one for 

each arts education subject area—music, 

visual arts, dance, and drama/theatre. 

The sections on music and visual arts 

1

Arts education refers to the study of creative works in music, visual arts, dance, or drama/theatre and the process of producing such creative works.

2

For results from the 1994–95 study, see Arts Education in Public Elementary and Secondary Schools (NCES 95–082) at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=95082. 

For results from the 1999–2000 study, see Arts Education in Public Elementary and Secondary Schools: 1999–2000 (NCES 2002–131) at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002131.

3

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. 

Classroom teachers are teachers of self-contained classrooms; these teachers could teach arts areas as separate subjects or incorporate arts areas in other subjects. 

4

See A Snapshot of Arts Education in Public Elementary and Secondary Schools: 2009–10 (NCES 2011–078) at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011078.
2 Arts Education in Public Elementary and Secondary Schools

Introduction

education each draw on both schooland teacher-level survey data to cover 

the following topics on arts education:

•	 the availability and characteristics 

of music and visual arts programs, 

including the frequency of 

instruction, the primary space used 

for instruction, the availability of 

district curriculum guides, and the 

types of arts instructors employed to 

provide arts education instruction;

•	school or district provision of 

professional development for 

teachers in music and visual arts;

•	 teacher participation in various 

professional development activities 

and the perceived impact of such 

participation on teaching;

•	 the teaching load of music and 

visual arts specialists, including 

the number of classes taught and 

number of hours spent per week 

teaching those classes, class size, 

the number of schools in which 

they taught, the number of hours 

of planning or preparation time 

when students are in attendance, 

whether the teachers taught classes 

on a block schedule, and whether 

they taught curriculum-based classes 

outside of regular school hours; 

•	 the ways in which teachers of 

self-contained classrooms included 

arts education into their classroom 

instructional program; 

•	 the ways in which music and visual 

arts specialists integrated music and 

visual arts and other subject areas 

through collaborative activities and 

their arts education curricula; and 

•	 teachers’ use of formal methods of 

assessment of students’ progress and 

achievement in the arts.

The sections on dance and drama/

theatre focus primarily on findings 

from the school surveys because the 

study did not include surveys of dance 

and drama/theatre specialists.5

 Topics 

covered in these sections include the 

availability and characteristics of dance 

and drama/theatre, the integration of 

dance and drama/theatre with other 

subjects, and school or district provision 

of professional development in dance 

and drama/theatre.

Using its Fast Response Survey System 

(FRSS), NCES conducted the surveys 

during the 2009–10 school year, 

with the two school surveys and the 

collection of sampling lists for the 

teacher surveys starting in fall 2009. 

FRSS is a survey system designed to 

collect small amounts of issue-oriented 

data from a nationally representative 

sample of districts, schools, or teachers 

with minimal burden on respondents 

and within a relatively short period 

of time.

Most of the survey items collected 

information for the 2009–10 school year, 

including data on the space used for arts 

instruction, the use of curriculum guides,

and teaching load. However, some of 

the data were collected for the previous 

school year. In particular, while the 

elementary school survey asked about 

arts offerings and arts instructors for the 

current school year, the secondary school 

survey collected this type of information 

for the previous school year. The surveys 

were mailed in early fall 2009 when 

some secondary schools might not have 

been able to provide this information for 

the current school year.

School surveys and requests for teacher 

lists were mailed in fall 2009 to public 

elementary and secondary schools in the 

50 states and the District of Columbia. 

Of the 1,802 sampled elementary 

schools, 1,201 were selected to respond 

to the school survey and provide lists 

of their classroom teachers, music 

specialists, and visual arts specialists. 

The remaining 601 schools were only 

asked to provide lists of music and visual 

arts specialists. Based on teacher list 

collections from the sampled elementary 

schools, teacher questionnaires were 

mailed to 1,366 music specialists, 1,095 

visual arts specialists, and 966 selfcontained classroom teachers. The initial 

weighted response rates were 85 percent 

for the school survey, 87 percent for the 

5The number of schools employing dance and drama/theatre specialists was too small to allow for the selection of adequate samples based on the teacher list collection from schools.
Arts Education in Public Elementary and Secondary Schools 3

Introduction

music specialist survey, 88 percent for 

the visual arts specialist survey, and 82 

percent for the classroom teacher survey.

Of the 1,602 sampled secondary schools, 

1,202 were selected to respond to the 

school survey and provide lists of their 

music and visual arts specialists, while 

the remaining 400 schools were asked 

to provide lists of music and visual 

arts specialists. Teacher questionnaires 

were mailed to 1,354 music specialists 

and 1,302 visual arts specialists. At 

the secondary school level, the initial 

weighted response rates were 89 percent 

for the school survey, 82 percent for the 

music specialist survey, and 85 percent 

for the visual arts specialist survey. 

The survey weights were adjusted for 

questionnaire nonresponse and the data 

were then weighted to yield national 

estimates that represent all regular 

public elementary and secondary 

schools and teachers in the United 

States. The results of a nonresponse 

bias analysis conducted for the survey 

to inform the nonresponse weight 

adjustments, along with additional 

details about the survey methodology, 

response rates, data reliability, and 

definitions of terms are presented in 

Appendix A: Technical Notes.

The findings in this report have been 

chosen to demonstrate the range 

of information available from the 

FRSS study rather than to discuss 

all of the observed differences; they 

are not meant to emphasize any 

particular issue. The findings are based 

on self-reported data from public 

school principals and teachers. Where 

relevant, national findings are broken 

out by the poverty concentration at 

the school, measured as the percent of 

students eligible for free or reducedprice lunch. The supplemental tables at 

http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2012014 present breakouts 

by the following school characteristics: 

school enrollment size; community type; 

geographic region; percent combined 

enrollment of Black, Hispanic, Asian/

Pacific Islander, and American Indian/

Alaska Native students; and percent of 

students eligible for free or reducedprice lunch. In the presentation of 

teacher-level data, these breakouts 

reflect the characteristics of the schools 

that were sampled for the study.6

All specific statements of comparisons 

made in this report have been tested for 

statistical significance at the .05 level 

using Student’s t-statistics from twotailed tests to ensure that the differences 

are larger than those that might be 

expected due to sampling variation. 

Adjustments for multiple comparisons 

were not included. Many of the 

variables examined are related to one 

another, and complex interactions and 

relationships have not been explored. 

Detailed information about the survey 

methodology and definitions of terms 

used in this report are provided in 

appendix A. Standard error tables for 

text tables and figures are provided 

in appendix B. The questionnaires 

for the 2009–10 study and selected 

items from the 1999–2000 study can 

be found in the First Look report at 

http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2011078.

6 In cases where arts specialists taught at multiple schools, the teacher-level data were broken out by the characteristics of the school that was sampled for the study. 

Arts Education in Public Elementary and Secondary Schools 5

Arts Education at a Glance

This section provides a brief overview of selected indicators of student access to arts 

education, the conditions under which arts instruction was provided, and the staff 

providing such instruction. More detailed information on the indicators is presented in 

the four sections that follow on music, visual arts, dance, and drama/theatre education.

Elementary Schools and Teachers

Based on data collected from elementary schools and teachers, core indicators of arts 

education instruction and resources presented in this section include the availability of 

arts instruction, selected program characteristics, curriculum-guided arts instructional 

activities outside of regular school hours, the presence of school-community 

partnerships in the arts, and the teaching responsibilities of arts instructors.

Availability of arts education

In the 2009–10 school year, music 

education was almost universally 

available in the nation’s public 

elementary schools, with 94 percent of 

schools offering instruction that was 

designated specifically for music 

(figure 1). Visual arts instruction was 

available in most elementary schools 

(83 percent). In comparison, dance 

and drama were less commonly taught 

in elementary schools; 3 percent of 

elementary schools offered dance 

instruction and 4 percent offered 

drama/theatre instruction in 2009–10. 

Both of these percentages represent a 

decrease from 20 percent in 1999–2000. 

Figure 1

Percent of public elementary schools reporting instruction designated specifically for various arts subjects and percent 

incorporating dance and drama/theatre into other subject or curriculum areas: School years 1999–2000 and 2009–10

1

Includes dance that is taught as part of physical education programs, dance taught as part of music curricula, and dance activities and instruction that are integrated into other curriculum areas. 

Respondents could report more than one method of incorporating dance in their program of study.

2

Includes drama/theatre that is taught as part of English/language arts curricula and drama/theatre activities and instruction that are integrated into other curriculum areas. Respondents could 

report more than one method of incorporating drama/theatre in their program of study.

NOTE: More detailed data are provided in supplemental tables 1, 12, 128, and 139 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 data presented in this figure 

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 2009,” FRSS 100, 2009–10; 

and “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.
6 Arts Education in Public Elementary and Secondary Schools

Arts Education at a Glance—Elementary Schools and Teachers

Students could receive dance and 

drama/theatre instruction in the context 

of other subject areas. In 2009–10, 

dance was incorporated into other 

subjects or curriculum areas in 61 

percent of public elementary schools, 

and drama/theatre was incorporated 

into other subjects or curriculum 

areas in 53 percent of schools. 

Characteristics of 

arts education programs

Arts specialists were employed to 

teach music and visual arts in most of 

the schools that offered the subjects 

in 2009–10. Ninety-one percent of 

elementary schools offering music 

instruction and 84 percent of the 

schools offering visual arts instruction 

employed arts specialists to teach the 

subjects (figure 2). In comparison, arts 

specialists were employed to teach 

dance in 57 percent of the schools that 

offered the subject, and arts specialists 

were employed to teach drama/theatre 

in 42 percent of the schools that 

offered the subject.

In 2009–10, most elementary schools 

that offered music and visual arts 

reported that they provided instruction 

at least once a week in these subjects. 

Weekly music instruction was reported 

in 93 percent of elementary schools 

that offered the subject, and weekly 

visual arts instruction was reported 

in 85 percent of the schools that 

offered the subject. In comparison, 

53 percent of the schools offering 

dance reported weekly instruction, 

and 58 percent of the schools offering 

drama/theatre reported weekly 

instruction in the subject.

Among elementary schools that offered 

music instruction in 2009–10, most (86 

percent) reported that their district had 

a written curriculum guide in music 

that teachers were expected to follow. 

Most elementary schools (83 percent) 

that offered visual arts instruction 

also had district curriculum guides for 

the subject, while district curriculum 

guides were available in 49 percent of 

elementary schools offering dance and 

in 46 percent of the schools offering 

drama/theatre.

Figure 2

Among public elementary schools that offered instruction in various arts subjects, percent reporting the availability 

of arts specialists, the frequency of arts instruction, and the availability of district curriculum guides for arts subject areas: 

School year 2009–10

NOTE: Percents for each subject are based on the percentage of public elementary schools that reported instruction designated specifically for music (94 percent), visual arts (83 percent), 

dance (3 percent), and drama/theatre (4 percent) during regular school hours in the 2009–10 school year. More detailed data are provided in supplemental table 2 at http://nces.ed.gov/pubsearch/

pubsinfo.asp?pubid=2012014. 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.
Arts Education in Public Elementary and Secondary Schools 7

Arts Education at a Glance—Elementary Schools and Teachers

Figure 3

Percent of public elementary schools reporting that they provided or sponsored curriculum-guided activities in the 

arts outside of regular school hours in 2009–10 and percent reporting partnerships or collaborations with various 

outside artists or entities in 2008–09

1

Respondents were asked to consider activities held before or after school, on weekends, or during the summer only if the activities were guided by a curriculum. 

Extracurricular activities such as drama clubs were excluded. 

2

The questionnaire wording was “School performances or presentations in the arts (e.g., concerts, plays, art shows).”

3

The questionnaire wording was “Arts-related field trips (e.g., school trips to concerts, plays, museums).”

4

The questionnaire wording was “Dance (e.g., lessons, team).”

5

The questionnaire wording was “Cultural or community organizations (e.g., community theatre, art councils).”

6

The questionnaire wording was “Performing arts centers (e.g., concert halls).”

NOTE: More detailed data are provided in supplemental tables 15 and 23 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014.

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.

Arts education activities 

outside of regular school 

hours and school-community 

partnerships

In 2009–10, public elementary schools 

indicated whether they provided 

or sponsored each of five types of 

curriculum-guided arts instructional 

activities outside of regular school 

hours.7

 The most commonly cited 

curriculum-based activities outside 

of regular school hours were school 

performances or presentations in the 

arts (75 percent) and arts-related field 

trips (61 percent) (figure 3). Smaller 

percentages of schools reported activities 

for choir/band/marching band practice 

(46 percent), individual or small group 

music lessons (39 percent), and dance 

activities such as lessons or team dance 

(12 percent).

Public elementary schools were asked 

whether they had partnerships or 

collaborations with various types of 

artists or other entities to help meet the 

school’s arts education goals in 2008–09. 

Forty-two percent of schools indicated 

that they had partnerships with cultural 

or community organizations. The 

percentage of schools that reported other 

types of partnerships or collaborations 

ranged from 31 percent for individual 

artists and craftspeople to 7 percent for 

the community school of the arts. 

Teaching load

Elementary school music and visual 

arts specialists provided a wide range 

of information about their teaching 

responsibilities. The data on teaching 

schedules for arts education classes and 

student enrollment in those classes were 

used to calculate the average number of 

hours per week that music and visual 

arts specialists spent teaching arts 

classes, the average number of different 

classes taught (i.e., different groups of 

students),8 and the average number of 

students per class. 

In the 2009–10 school year, most music 

specialists in public elementary schools 

taught the arts subject full time (88 

percent), and most visual arts specialists 

taught the arts subject full time (83 

percent) (table 1). On average, fulltime music specialists spent 22 hours 

per week teaching 25 different classes 

with about 18 students per class. Fulltime visual arts specialists in public 

elementary schools had similar teaching 

loads as their music counterparts, with 

full-time visual arts specialists spending 

an average of 22 hours per week 

teaching 24 different classes with about 

22 students per class.

7

Schools were asked to consider activities held before or after 

school, on weekends, or during the summer only if those 

activities were guided by a curriculum; thus, extracurricular 

activities such as drama clubs were not considered.

8

Respondents were asked to report the total number of 

different groups or sections taught during their most recent full 

week of teaching. For example, if a music teacher taught chorus 

to three different groups or sections of first-graders and two 

groups or sections of second-graders, the teacher was instructed 

to report five sections or classes of chorus. If the teacher taught 

chorus to the same group of students multiple times a week, he 

or she was asked to count this class only once. 
8 Arts Education in Public Elementary and Secondary Schools

Arts Education at a Glance—Elementary Schools and Teachers

Elementary school music and visual arts 

specialists reported other information 

about their teaching responsibilities, 

including the number of schools at 

which they taught, the number of hours 

of planning or preparation time when 

students are in attendance, whether they 

taught classes on a block schedule, and 

whether they taught curriculum-based 

classes outside of regular school hours. 

Of the full-time music and visual arts 

specialists, a higher percentage of music 

specialists than visual arts specialists 

taught at more than one school in 

2009–10 (54 percent versus 43 percent). 

In addition, 42 percent of full-time 

music specialists and 46 percent of 

full-time visual arts specialists had more 

than 4 hours of planning time. Nine 

percent of full-time music specialists 

and 7 percent of full-time visual arts 

specialists taught classes on a block 

schedule. Twenty-three percent of 

full-time music specialists taught 

curriculum-based music classes outside 

of regular school hours. 

Table 1

Percent of public elementary school music and visual arts specialists who taught 

the arts subject full time, and of those teachers, percent reporting various 

indicators of teaching load: School year 2009–10

Teaching load indicator Music 

specialists

Visual arts 

specialists

Percent of specialists who taught the arts subject full time 88 83

Of the specialists who taught the subject full time, percent 

reporting that they:

Taught at more than one school 54 43

Taught on a block schedule1 9 7

Had more than 4 hours of planning time 42 46

Taught classes outside of regular school hours 23 —

Average number reported for:

Hours spent per week teaching classes 22 22

Classes taught per week2 25 24

Class size3 18 22

– Not available. Data were not collected in the visual arts specialist survey. 

1Block schedule refers to a type of academic scheduling in which each student has fewer classes per day for a longer period of time; 

for example, block scheduling allows for class periods of an hour or more so that teachers can accomplish more in a class session. 

2Respondents were asked to report the total number of different groups or sections taught during their most recent full week of 

teaching. For example, if a music specialist taught chorus to 3 different groups or sections of first-graders and 2 groups or sections 

of second-graders, the teacher was instructed to report 5 sections or classes of chorus. If the teacher taught chorus to the same 

group of students multiple times a week, he/she was asked to count this class only once. 

3

Respondents were asked to report the total number of students in the different classes taught. For example, if a music specialist 

taught 5 different groups or sections of chorus, each with 20 students enrolled, the teacher was instructed to report a total 

enrollment of 100 for chorus. Class size was computed by summing the weighted student enrollment in all classes taught by 

the arts specialists (including classes taught at the sampled school and other schools at which they taught) and dividing by the 

weighted number of classes taught.

NOTE: Averages were computed across all records in the survey and based on data that were weighted to national estimates. 

For example, the average number of classes taught by music teachers was computed by summing the weighted number of classes 

taught by all music teachers and dividing by the weighted number of music teachers in the study. More detailed data are provided 

in supplemental tables 25, 41, and 42 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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; and “Survey of Elementary School Visual Arts Specialists,” FRSS 

102VA, 2009–10.

Table 2

Average class size for classes taught 

by public elementary school classroom 

teachers, percent of the teachers 

reporting that they included arts 

instruction in their classroom program, 

and of those teachers, percent 

reporting various ways of teaching arts 

subjects: School year 2009–10

Average class size 21

Percent of classroom teachers who:

Included any arts instruction 

in classroom program 88

Taught music as 

a separate subject1 6

Taught visual arts 

as a separate subject1 14

Taught dance as 

a separate subject1 3

Taught drama/theatre as 

a separate subject1 8

Incorporated music in 

other subject areas1 92

Incorporated visual arts 

in other subject areas1 97

Incorporated dance in 

other subject areas1 53

Incorporated drama/theatre 

in other subject areas1 87

1

Based on the 88 percent of classroom teachers who included 

any arts instruction in their classroom program.

NOTE: More detailed data are provided in supplemental 

tables 47, 55, and 56 at http://nces.ed.gov/pubsearch/

pubsinfo.asp?pubid=2012014. 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.
Arts Education in Public Elementary and Secondary Schools 9

Arts Education at a Glance—Secondary Schools and Teachers

Teachers of self-contained classrooms 

were asked about the number of 

students enrolled in their self-contained 

classes and the various ways in which 

they taught or integrated arts subjects 

in their instructional program. In 

the 2009–10 school year, teachers of 

self-contained classrooms reported 

an average class size of 21 students 

(table 2). Most classroom teachers (88 

percent) reported that they included 

arts instruction in their classroom 

programs, which could mean teaching 

arts subjects as separate subjects or 

incorporating arts instruction into other 

subjects such as social studies or English 

language. Of the classroom teachers 

who included arts instruction in their 

instructional programs, 6 percent 

taught music as a separate subject, 14 

percent taught visual arts as a separate 

subject, 3 percent taught dance as a 

separate subject, and 8 percent taught 

drama/theatre as a separate subject. In 

addition, 92 percent of the classroom 

teachers reported that they incorporated 

music instruction in other subject areas, 

97 percent incorporated visual arts 

instruction in other subject areas, 53 

percent incorporated dance instruction 

in other subject areas, and 87 percent 

incorporated drama/theatre instruction 

in other subject areas.

Secondary Schools and Teachers

Indicators of arts education 

instruction and resources at 

the secondary school level are 

similar, but not identical, to those 

presented for elementary schools 

and teachers. These indicators include 

the availability of arts instruction, 

selected program characteristics, the 

number and types of staff members 

who provided arts instruction, the 

role of arts education in graduation 

requirements and the calculation 

of students’ grade point averages, 

curriculum-based arts instructional 

activities outside of regular school 

hours, school-community partnerships, 

and the teaching responsibilities of 

arts specialists. 

Availability of arts education

Most public secondary schools 

(91 percent) offered instruction in 

music in the 2008–09 school year 

(figure 4).9 Most public secondary 

schools (89 percent) also offered 

visual arts instruction, while dance 

was offered in 12 percent of the 

schools and drama/theatre was 

offered in 45 percent of public 

secondary schools in 2008–09. In the 

1999–2000 school year, 90 percent 

of public secondary schools offered 

music, 93 percent offered visual arts, 

14 percent offered dance, and 48 

percent offered drama/theatre. 

Figure 4

Percent of public secondary schools reporting whether various arts subjects 

were taught at the school: School years 1999–2000 and 2008–09 

NOTE: The 2009–10 survey asked whether various arts subjects were taught in the previous school year, while the 1999–

2000 survey asked whether various arts subjects were taught in the current school year. More detailed data are provided 

in supplemental tables 70 and 154 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 data 

presented in this figure 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, “Secondary 

School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; and “Secondary School Arts Education Survey: Fall 1999,” FRSS 

67S, 1999–2000.

9

The secondary school survey asked about arts course offerings and arts instructors for the previous school year since the 

survey was mailed in early fall 2009, when some schools might not have been able to provide this information for the current 

school year.
Arts Education at a Glance—Secondary Schools and Teachers

10 Arts Education in Public Elementary and Secondary Schools

Characteristics of 

arts education programs

Secondary school principals reported 

the number of courses that were offered 

during the 2008–09 school year. As 

with elementary schools, secondary 

schools were asked whether their 

district provided curriculum guides 

for arts instructors to follow and the 

primary space used for instruction in 

the various arts subjects during the 

2009–10 school year. 

Overall, 46 percent of the public 

secondary schools that provided 

music instruction and 40 percent 

of the schools that provided visual 

arts instruction reported that they 

offered five or more different courses 

in the subject in 2008–09 (figure 5). 

In comparison, 13 percent of public 

secondary schools that offered dance 

and 11 percent of the schools that 

offered drama/theatre reported that 

they offered five or more different 

courses in these subjects.

Most public secondary schools reported 

that their district had curriculum 

guides that teachers were expected to 

follow in 2009–10. Eighty-one percent 

of the schools that offered music and 

83 percent of the schools that offered 

visual arts reported the availability 

of district curriculum guides. District 

curriculum guides were also available 

for two-thirds (66 percent) of the 

schools that offered dance, and they 

were available for 72 percent of the 

schools that offered drama/theatre.

Dedicated rooms with special 

equipment were the primary space 

used for music instruction in 91 

percent of public secondary schools 

that offered the subject, and they 

were the primary space for visual arts 

instruction in 92 percent of the schools 

that offered the subject in 2009–10. In 

comparison, 45 percent of the schools 

that offered dance and 52 percent of 

the schools that offered drama/theatre 

reported the use of dedicated rooms 

with special equipment as the primary 

space for instruction.

Figure 5

Among public secondary schools that offered instruction in various arts subjects, percent offering five or more different 

courses in 2008–09 and percent reporting district curriculum guides and dedicated rooms for instruction in 2009–10, by 

arts subject

1

Percents for each subject area are based on the percentage of public secondary schools that offered music (91 percent), visual arts (89 percent), dance (12 percent), and drama/theatre (45 percent)

during regular school hours in the 2008–09 school year. The 2009–10 survey asked about course offerings in the previous school year and schools were instructed to count different sections of the 

same course as one course.

2

Percents for each subject area are based on the percentage of public secondary schools that offered music (90 percent), visual arts (91 percent), dance (16 percent), and drama/theatre (46 percent)

during regular school hours in the 2009–10 school year. The 2009–10 survey asked about curriculum guides and the primary space used for arts instruction in the current school year. 

NOTE: More detailed data are provided in supplemental tables 71 and 74 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The percentage of schools offering the arts subject in 

2009–10 school year was inferred from the “not applicable” response to questions about curriculum guides and space used for instruction in the current school year.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10. 
Arts Education in Public Elementary and Secondary Schools 11

Arts Education at a Glance—Secondary Schools and Teachers

Figure 6

Among public secondary schools that offered instruction in various arts subjects, number and percentage distribution of 

teachers on staff reported as arts instructors who taught various arts subjects, by teaching status: School year 2008–09

NOTE: Percents for each subject area are based on the percentage of public secondary schools that offered music (91 percent), visual arts (89 percent), dance (12 percent), and drama/theatre 

(45 percent) during regular school hours in the 2008–09 school year. The 2009–10 survey asked about arts instructors in the previous school year. More detailed data are provided in supplemental 

table 73 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid= 2012014. 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. Detail may not sum to totals because of rounding. The percentage of schools offering the arts subject in 2009–10 

school year was inferred from the “not applicable” response to questions about curriculum guides and space used for instruction in the current school year.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10.

Arts education instructors

Public secondary schools provided 

counts of their 2008–09 staff who 

taught courses in the various arts 

subjects, including counts for fulland part-time arts specialists.10 Public 

secondary schools reported an estimated 

65,800 staff members who provided 

music instruction in 2008–09 (figure 6). 

Of these instructors, 97 percent were 

reported as arts specialists; 81 percent 

taught the subject full time and 15 

percent taught it part time. 

Of the estimated 49,700 visual arts 

instructors reported, 94 percent were 

arts specialists (86 percent full time and 

8 percent part time). In comparison, 69 

percent of the 5,600 dance instructors 

reported by secondary schools were arts 

specialists (56 percent full time and 13 

percent part time), and 73 percent of 

the 18,000 drama/theatre instructors 

were arts specialists (64 percent full 

time and 9 percent part time).

Graduation requirements 

and the calculation of grade 

point averages

Secondary schools were asked whether 

coursework in the arts was a specific 

requirement for graduation in 1999–

2000 and 2009–10. Fifty-seven percent 

of public secondary schools indicated 

that coursework in the arts was a 

specific requirement for graduation in 

the 2009–10 school year, and 52 percent 

reported this coursework requirement 

in 1999–2000. Of the secondary 

schools that reported arts coursework 

requirement for graduation in the 2009–

10 school year, 70 percent indicated 

that exactly one arts course credit was 

required for graduation (table 3). 

In both school years, secondary schools 

were also asked if students’ grades in arts 

classes were included in the calculation 

of grade point averages (GPAs). Students’ 

grades in arts classes were used by most 

secondary schools in the calculation of 

GPAs in 1999–2000 and 2009–10 (91 

percent and 89 percent, respectively). 

Among secondary schools that used 

students’ grades in arts classes to 

calculate their GPAs, 94 percent of the 

schools in 1999–2000 and 96 percent 

of the schools in 2009–10 reported that 

students’ grades in arts education classes 

received the same weight as grades in 

other academic subjects.

10The numbers of teachers for the various arts subjects are 

based on data provided by schools and weighted to national 

estimates. Secondary school principals were asked to report 

the number of teachers on the 2008–09 staff who taught the 

arts subjects on a full- or part-time basis and the number of 

instructors who were arts specialists.
Arts Education at a Glance—Secondary Schools and Teachers

12 Arts Education in Public Elementary and Secondary Schools

Table 3

Percent of public secondary schools reporting arts coursework requirements for 

graduation and the inclusion of grades in arts classes in the calculation of grade 

point averages: School years 1999–2000 and 2009–10 

Graduation requirements and grade point averages (GPAs) 1999–2000 2009–10

Coursework in arts was a specific requirement for graduation 52 57

Number of credits required1

1 credit 69 70

2 credits 16 15

More than 2 credits 15 15

Grades in arts classes were included in the calculation 

of students’ GPA 91 89

Grades received the same weight as grades in other 

academic subjects2 94 96

1

Percents are based on the percentage of public secondary schools indicating that coursework in arts was a specific requirement 

for graduation (52 percent in 1999–2000 and 57 percent in 2009–10).

2

Percents are based on the percentage of public secondary schools indicating that grades in arts classes were included in the 

calculation of students’ GPAs (91 percent in 1999–2000 and 89 percent in 2009–10). 

NOTE: More detailed data are provided in supplemental tables 85 and 165 at http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2012014.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, 

“Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; and “Secondary School Arts Education Survey: 

Fall 1999,” FRSS 67S, 1999–2000. 

Arts education activities outside of regular school hours and 

school-community partnerships

As with public elementary schools, 

secondary schools reported various 

types of curriculum-guided arts 

instructional activities outside of regular 

school hours in 2009–10 (figure 7). The 

most commonly cited activities outside 

of regular school hours were school 

performances or presentations in the 

arts (87 percent), arts-related field trips 

(78 percent), and choir/band/ marching 

band practice (76 percent). 

Public secondary schools also reported 

various partnerships or collaborations 

with outside artists or entities in 

2008–09 to help meet the school’s 

arts education goals. The percentage 

of secondary schools that reported 

such partnerships or collaborations 

ranged from 44 percent for cultural or 

community organizations to 7 percent 

for the community school of the arts.

Figure 7

Percent of public secondary schools reporting that they provided or sponsored curriculum-guided instructional 

activities in the arts outside of regular school hours in 2009–10 and percent reporting partnerships or 

collaborations with various outside artists or entities in 2008–09

1

Respondents were asked to consider activities held before or after school, on weekends, or during the summer only if the activities were guided by a curriculum. 

Extracurricular activities such as drama clubs were excluded. 

2

The questionnaire wording was “School performances or presentations in the arts (e.g., concerts, plays, art shows).”

3

The questionnaire wording was “Arts-related field trips (e.g., school trips to concerts, plays, museums).”

4

The questionnaire wording was “Dance (e.g., lessons, team).”

5

The questionnaire wording was “Cultural or community organizations (e.g., community theatre, art councils).”

6

The questionnaire wording was “Performing arts centers (e.g., concert halls).”

NOTE: More detailed data are provided in supplemental tables 81 and 90 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” 

FRSS 101, 2009–10.
Arts Education in Public Elementary and Secondary Schools 13

Arts Education at a Glance—Secondary Schools and Teachers

Teaching load

Secondary school music and visual 

arts specialists were asked similar 

questions as their elementary 

school counterparts about teaching 

responsibilities, including whether 

they taught the arts subject full time 

or part time, the number of hours 

taught per week, and the number of 

different classes (or groups of students) 

taught per week. 

In 2009–10, most music and visual 

arts specialists in public secondary 

schools reported that they taught the 

arts subject full time (93 percent and 

89 percent, respectively) (table 4). On 

average, full-time music specialists spent 

22 hours per week teaching 8 different 

classes with about 24 students per class. 

Full-time visual arts specialists spent 

23 hours per week teaching 7 different 

classes with about 22 students per class. 

 Secondary school music and visual 

arts specialists reported other teaching 

responsibilities, including the number 

of hours of planning or preparation 

time, the number of schools at which 

they taught, whether they taught classes 

on a block schedule, and whether they 

taught curriculum-based classes outside 

of regular school hours. In 2009–10, 

a higher percentage of full-time music 

specialists than full-time visual arts 

specialists reported that they taught 

at more than one school (46 percent 

versus 12 percent). In addition, 36 

percent of full-time music specialists 

compared with 4 percent of full-time 

visual arts specialists taught classes 

outside of regular school hours. These 

classes do not include extracurricular 

activities such as music or art clubs. 

Table 4

Percent of public secondary school music and visual arts specialists who taught 

the arts subject full time, and of those teachers, percent reporting various 

indicators of teaching load: School year 2009–10

Teaching load indicator Music 

specialists

Visual arts 

specialists

Percent of teachers who taught the arts subject full time 93 89

Of the teachers who taught the subject full time, percent 

reporting that they:

Taught at more than one school 46 12

Taught on a block schedule1 26 29

Had more than 4 hours of planning time 62 64

Taught classes outside of regular school hours 36 4

Average number reported for:

Hours spent per week teaching classes 22 23

Classes taught per week2 8 7

Class size3 24 22

1Block schedule refers to a type of academic scheduling in which each student has fewer classes per day for a longer period 

of time; for example, block scheduling allows for class periods of an hour or more so that teachers can accomplish more in a 

class session.

2Respondents were asked to report the total number of different groups or sections taught during their most recent full week of 

teaching. For example, if a music specialist taught chorus to 3 different groups of students, the teacher was instructed to report 

3 sections of chorus. If the teacher taught chorus to the same group of students multiple times a week, he/she was asked to count 

this class only once. 

3

Respondents were asked to report the total number of students in the different classes taught. For example, if a music specialist 

taught 3 different groups or sections of chorus, each with 20 students enrolled, the teacher was instructed to report a total 

enrollment of 60 for chorus. Class size was computed by summing the weighted student enrollment in all classes taught by 

the arts specialists (including classes taught at the sampled school and other schools at which they taught) and dividing by the 

weighted number of classes taught.

NOTE: Averages were computed across all records in the survey and based on data that were weighted to national estimates. 

For example, the average number of classes taught by music teachers was computed by summing the weighted number of 

classes taught by all music teachers and dividing by the weighted number of music teachers in the study. More detailed data are 

provided in supplemental tables 92, 105, and 106 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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 Music Specialists,” FRSS 103M, 2009–10; and “Survey of Secondary School Visual Arts Specialists,” FRSS

103VA, 2009–10.
Arts Education in Public Elementary and Secondary Schools

A Closer Look at Music Education

The indicators of music education in this section of the report are based on data collected from 

school principals and music specialists at the elementary and secondary school levels.

Elementary Schools and Teachers

In the 2009–10 and 1999–2000 school 

years, elementary school principals were 

asked a wide range of questions on the 

prevalence and characteristics of music 

education programs. Principals in the 

2009–10 study were also asked whether 

the school or district provided teacher 

professional development activities in 

music during the 12 months preceding 

the study. In both years, elementary school 

music specialists were asked about their 

professional development activities, teaching 

responsibilities, the integration of music 

and other subject areas, and the use of 

formal assessments of students’ progress 

and achievements.

Indicator 1: Availability of Music Education 

Music was almost universally available 

in the nation’s public elementary schools 

(figure 8). In both the 1999–2000 and 

2009–10 school years, 94 percent of 

elementary schools offered instruction 

that was designated specifically for music 

during regular school hours. Whether a 

school offered music instruction varied by 

its concentration of poverty, measured by 

the percentage of students eligible for free 

or reduced-price lunch. In 2009–10, music 

instruction was offered in 89 percent of 

elementary schools with the highest poverty 

concentration compared with 97 percent for 

schools with the two lowest categories of 

poverty concentration. 

Figure 8

Percent of public elementary schools reporting instruction designated specifically for 

music, by percent of students eligible for free or reduced-price lunch: School years 

1999–2000 and 2009–10

NOTE: More detailed data are provided in supplemental tables 1 and 128 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 

The 1999–2000 data presented in this figure 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 2009,” FRSS 100, 2009–10; and “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.
Music Education—Elementary Schools and Teachers

Arts Education in Public Elementary and Secondary Schools 15

Indicator 2: Characteristics of Music Education Programs

Schools that offered music instruction 

also reported on several program 

characteristics, including the frequency 

of instruction, the space used for 

instruction, types of arts instructors 

employed to teach music, and the 

availability of district curriculum guides. 

In 2009–10, almost all public 

elementary schools offered music 

instruction on a weekly basis and 

throughout the entire school year. 

Of the schools that offered music, 93 

percent reported that a typical student 

received instruction in the subject at 

least once a week, and 93 percent 

offered the subject the entire school 

year (table 5). The percentage of schools 

that offered music throughout the 

entire 2009–10 school year differed by 

poverty concentration at the school. 

Among schools that offered music, 

89 percent of schools with the highest 

poverty concentration offered music 

during the entire school year compared 

with 93 to 96 percent of schools with 

the lower concentrations of poverty. 

Among public elementary schools 

offering music in 2009–10, about 

three-fourths (77 percent) indicated 

that dedicated rooms with special 

equipment were the primary space for 

instruction. This represented an increase 

from 1999–2000, when 67 percent of 

the schools offering music reported 

the use of dedicated rooms with special 

equipment for instruction. 

In 1999–2000 and 2009–10, the 

percentage of schools that provided 

music instruction in dedicated rooms 

with special equipment differed by 

poverty concentration at the school. 

For example, of the schools that offered 

music in 2009–10, dedicated rooms 

with special equipment were reported 

by 65 percent of the schools with the 

highest poverty concentration and 76 

to 84 percent of schools with lower 

concentrations of poverty. 

Table 5

Among public elementary schools that offered instruction in music, percent reporting selected program characteristics 

for music, by percent of students eligible for free or reduced-price lunch: School years 1999–2000 and 2009–10

School characteristic

Instruction 

was available at 

least once a week

Instruction 

was offered 

throughout the 

entire school year

Dedicated rooms 

with special 

equipment were 

the primary space 

for instruction

Arts specialists 

were available 

to teach music

Had district 

curriculum guide 

that teachers were 

expected to follow

1999–

20001

2009–

102 

1999–

20001

2009–

102

1999–

20001

2009–

102

1999–

20001

2009–

102

1999–

20001

2009–

102

All public elementary schools 93 93 93 93 67 77 89 91 81 86

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 95 95 94 96 73 82 92 98 90 89

26 to 50 percent 94 96 93 93 68 84 88 93 75 89

51 to 75 percent 88 88 86 95 58 76 81 90 76 82

76 percent or more 82 93 88 89 43 65 84 85 70 86

1Percents are based on the 94 percent of public elementary schools that reported instruction designated specifically for music during regular school hours in the 1999–2000 school year.

2Percents are based on the 94 percent of public elementary schools that reported instruction designated specifically for music during regular school hours in the 2009–10 school year.

NOTE: More detailed data are provided in supplemental tables 3, 4, 5, 6, 7, 130, 131, 132, 133, and 134 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 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. 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; 

and “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.
Music Education—Elementary Schools and Teachers

16 Arts Education in Public Elementary and Secondary Schools

Among elementary schools that 

offered music, 91 percent employed 

arts specialists to teach the subject in 

2009–10, and 89 percent employed 

arts specialists to teach the subject 

in 1999–2000. Among schools that 

offered music in 2009–10, arts 

specialists were employed to teach the 

subject in 85 percent of the schools 

with the highest poverty concentration 

compared with 93 percent and 98 

percent of schools that had the 

two lowest categories of poverty 

concentration. In 2009–10 and 

1999–2000, most public elementary 

schools that offered music reported 

that their district had a written 

curriculum guide for music that 

teachers were expected to follow (86 

percent and 81 percent, respectively). 

Indicator 3: Music Professional 

Development for Teachers

In the 2009–10 study, elementary 

school principals indicated whether 

their school or district offered 

professional development in music 

through workshops and in-school or 

off-site seminars during the 12 months 

preceding the study. Overall, 61 percent 

of schools reported that the school 

or district offered at least one type 

of music professional development 

program (figure 9). The percentage of 

schools reporting specific types of music 

professional development that were 

offered by the school or district ranged 

from 25 percent for in-school seminars 

or conferences to 47 percent for off-site 

seminars or conferences. 

In both the 1999–2000 and 2009–10 

surveys, elementary school music 

specialists were asked about their 

participation in professional development 

activities designated for music specialists 

during the 12 months preceding the 

study. Teachers who participated in 

professional development activities 

also reported the perceived impact of 

participation on their teaching. 

In 2009–10, the two most frequently 

attended professional development 

sessions for music specialists focused on 

connecting music learning with other 

subject areas and integrating educational 

technologies into music instruction; 64 

percent of elementary music specialists 

reported that they participated in 

professional development in each of these 

content areas (table 6). The percentage 

of music specialists who participated 

in professional development in other 

music areas ranged from 32 percent for 

applied study in improvising, arranging, 

or composing music to 48 percent for 

developing knowledge about music. 

In 1999–2000, the areas of 

professional development with the 

highest rates of participation were 

connecting music learning with other 

subject areas (72 percent), integrating 

educational technologies into music 

instruction (65 percent), and developing 

knowledge about music (61 percent).

For each content area in which 

music specialists had professional 

development in 2009–10, a majority 

of the participants reported that the 

activity improved their teaching to a 

moderate or great extent. For example,

the percentage of music specialists who 

believed that participation improved 

their teaching to a moderate or great 

extent ranged from 66 percent each 

for training on integrating educational 

technologies into music instruction and 

research on arts and student learning to 

75 percent for training on applied study 

in performing music. 

Figure 9

Percent of public elementary schools reporting that the school or district 

offered music professional development programs for teachers: School 

year 2009–10

NOTE: More detailed data are provided in supplemental table 24 at http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2012014.

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.
Music Education—Elementary Schools and Teachers

Arts Education in Public Elementary and Secondary Schools 17

Table 6

Percent of public elementary school music specialists reporting that they participated in various professional development 

activities, and of those teachers, percent reporting that participation improved their teaching to a moderate or great extent: 

School years 1999–2000 and 2009–10

Professional development activity

Participated in activity

Participation improved teaching 

to a moderate or great extent1

1999–2000 2009–10 1999–2000 2009–10

Applied study in performing music 49 43 74 75

Applied study in improvising, arranging, or composing music 31 32 64 70

Developing knowledge about music (e.g., historical, cultural, analytical) 61 48 72 69

Connecting music learning with other subject areas 72 64 68 67

Integrating educational technologies into music instruction 65 64 55 66

Research on arts and student learning (e.g., arts and cognition) — 43 — 66

–Not available. Data were not collected in 1999–2000 study.

1Percents are based on the percentage of teachers who participated in each professional development activity.

NOTE: More detailed data are provided in supplemental tables 31, 38, and 147 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 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. 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; 

and “Survey of Elementary School Music Specialists,” FRSS 77M, 1999–2000.

Indicator 4: Teaching Load for Music Specialists

Elementary music specialists provided 

information about their teaching 

responsibilities, including whether 

they taught music full time or part 

time, the number of hours taught per 

week, and the number of different 

classes (or groups of students) taught 

per week. This information was used 

to calculate the average number of 

hours spent per week teaching music 

classes, the average number of different 

classes taught (i.e., different groups of 

students), and the average number of 

students per class. On average, full-time 

music specialists spent 22 hours per 

week teaching 25 different classes with 

about 18 students per class (table 7). 

Music specialists also reported other 

areas of teaching responsibilities. 

About half (54 percent) of full-time 

music specialists taught at more than 

one school in 2009–10. Whether 

full-time music specialists taught at 

multiple schools differed by poverty 

concentration at the school. The 

percentage of full-time music specialists 

in schools with the highest poverty 

concentration who reported teaching at 

more than one school was 47 percent 

compared to 61 percent of full-time 

music specialists in schools with the 

lowest poverty concentration. 

Forty-two percent of music specialists 

had more than 4 hours of planning 

or preparation time while students 

were in attendance, and 9 percent of 

the teachers indicated that they taught 

music on a block schedule in 2009–10. 

About one-fourth (23 percent) of fulltime music specialists reported that 

they regularly taught curriculum-based 

music classes outside of regular school 

hours. These classes did not include 

extracurricular activities such as drama 

or music clubs. 
Music Education—Elementary Schools and Teachers

18 Arts Education in Public Elementary and Secondary Schools

Table 7

Percent of public elementary school music specialists who taught music full time, and of those teachers, percent reporting 

various indicators of teaching load, by percent of students eligible for free or reduced-price lunch: School year 2009–10 

School characteristic

Taught 

music 

full time

Among specialists who taught music full time, 

percent reporting that they:

Among specialists who taught music 

full time, average number reported for:

Taught at 

more than 

one school

Taught 

on a 

block 

schedule1

Had more 

than 4 

hours of 

planning time

Taught 

classes 

outside 

of school 

hours

Hours 

per week 

spent 

teaching 

classes

Classes 

taught per

week2

Class 

size3

All public elementary 

school music specialists 88 54 9 42 23 22 25 18

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 85 61 8 43 24 22 27 16

26 to 50 percent 88 54 10 44 20 21 23 19

51 to 75 percent 90 51 12 40 25 22 24 20

76 percent or more 93 47 7 40 25 22 25 18

1

Block schedule refers to a type of academic scheduling in which each student has fewer classes per day for a longer period of time; for example, block scheduling allows for class periods of an 

hour or more so that teachers can accomplish more in a class session.

2

Respondents were asked to report the total number of different groups or sections taught during their most recent full week of teaching. For example, if a music specialist taught chorus to 3 

different groups or sections of first-graders and 2 groups or sections of second-graders, the teacher was instructed to report 5 sections or classes of chorus. If the teacher taught chorus to the 

same group of students multiple times a week, he/she was asked to count this class only once. 

3

Respondents were asked to report the total number of students in the different classes taught. For example, if a music specialist taught 5 different groups or sections of chorus, each with 20 

students enrolled, the teacher was instructed to report a total enrollment of 100 for chorus. Class size was computed by summing the weighted student enrollment in all classes taught by the 

arts specialists (including classes taught at the sampled school and other schools at which they taught) and dividing by the weighted number of classes taught.

NOTE: Averages were computed across all records in the survey and based on data that were weighted to national estimates. For example, the average number of classes taught by music 

teachers was computed by summing the weighted number of classes taught by all music teachers and dividing by the weighted number of music teachers in the study. More detailed data are 

provided in supplemental tables 25, 41, 43, 44, 45, and 46 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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.

Indicator 5: Integration of Music and Other Subject Areas

Music specialists were asked about 

activities that focused on the 

integration of music and other subject 

areas, including ways in which they 

collaborated with colleagues during 

the 12 months preceding the study. 

Sixty-two percent of music specialists 

reported that they consulted with other 

teachers to integrate another subject into 

a music lesson or unit of study taught 

by music specialists, and 52 percent 

consulted with classroom teachers 

for integrating music into a lesson or 

unit of study that was taught by the 

classroom teacher (table 8). Smaller 

percentages collaborated with other 

teachers on designing and teaching an 

interdisciplinary lesson or unit of study 

that includes music (36 percent) or had 

a common planning period with regular 

classroom teachers (26 percent).

The percentage of music specialists who 

consulted with classroom teachers for 

integrating music into a lesson or unit of 

study that the classroom teacher teaches 

differed by poverty concentration at 

the school. This type of collaboration 

was reported by 59 percent of music 

specialists in schools with the highest 

level of poverty concentration compared 

with 45 percent and 48 percent of music 

specialists in schools with the two lowest 

concentrations of poverty.

Elementary music specialists were also 

asked whether their music instructional 

program was integrated with other 

subject areas. In 2009–10, about half 

(49 percent) of the music specialists 

indicated that their instructional 

program was integrated with other 
Music Education—Elementary Schools and Teachers

Arts Education in Public Elementary and Secondary Schools 19

Table 8

Percent of public elementary school music specialists reporting that they participated in various activities that 

focused on the integration of music with other subjects, by percent of students eligible for free or reduced-price 

lunch: School year 2009–10

School characteristic

Common 

planning 

period with 

regular 

classroom 

teachers

Consulting 

with classroom 

teachers to 

help them 

integrate music 

into a lesson 

or unit of study 

taught by the 

classroom 

teacher

Consulting with 

other teachers to 

integrate another 

subject into a music 

lesson or unit of 

study taught by the 

music specialist

Collaborating with 

other teachers 

on designing 

and teaching an 

interdisciplinary 

lesson or unit 

of study that 

includes music

Integrated 

music 

instructional 

program with 

other arts 

subjects

Integrated 

music 

instructional 

program 

with other 

academic 

subjects

All public elementary 

school music specialists 26 52 62 36 49 54

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 27 45 60 37 46 49

26 to 50 percent 23 48 59 36 42 46

51 to 75 percent 25 56 65 34 52 62

76 percent or more 30 59 65 37 60 62

NOTE: More detailed data are provided in supplemental tables 52 and 60 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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.

arts subjects, and 54 percent reported 

that their instructional program was 

integrated with other academic subjects. 

The percentage of music specialists who 

reported integrated curricula differed by 

poverty concentration at the school. For 

example, 60 percent of music specialists 

in schools with the highest level of 

poverty concentration indicated that 

their music instructional program was 

integrated with other arts subjects, while 

46 percent and 42 percent of music 

specialists in schools with the two lowest 

concentrations of poverty reported this 

type of curriculum. 
Music Education—Elementary Schools and Teachers

20 Arts Education in Public Elementary and Secondary Schools

Indicator 6: Student Assessment in Music

In response to the question of whether 

they conducted any formal assessment 

of their students’ progress and 

achievements, 95 percent of music 

specialists indicated that they used 

formal assessments in 2009–10 and 

91 percent reported the use of formal 

assessments in 1999–2000 (not shown 

in tables or figures). 

Music specialists who used any formal 

assessment reported whether they 

used each of six types of assessments. 

In 1999–2000 and 2009–10, the two 

most frequently cited types of assessment 

were observation and performance 

tasks or projects. For example, in 

2009–10 among music specialists that 

used any type of formal assessment, 

almost all (99 percent) reported the 

use of observation to a moderate or 

great extent, and 90 percent used 

performance tasks or projects to a 

moderate or great extent (figure 10). 

The percentage of music specialists 

that used developed rubrics to 

a moderate or great extent was 

higher in 2009–10 than 1999–2000 

(46 versus 21 percent), while the 

percentage that used selected-response 

assessments was lower in 2009–10 

than 1999–2000 (38 versus 45 percent). 

Figure 10

Among public elementary school music specialists who used any formal assessment to determine student progress and 

achievement in the arts, percent reporting that they used various types of assessment to a moderate or great extent: 

School years 1999–2000 and 2009–10

NOTE: Percents are based on the percentage of music specialists who used any formal assessment in 1999–2000 (91 percent) and 2009–10 (95 percent). More detailed data are provided in 

supplemental tables 65 and 152 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 data presented in this figure may differ from previously published information 

because missing data from the 1999–2000 surveys were imputed for analysis in this report. 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; 

and “Survey of Elementary School Music Specialists,” FRSS 77M, 1999–2000.
Arts Education in Public Elementary and Secondary Schools 21

Music Education—Secondary Schools and Teachers

Secondary Schools and Teachers 

Secondary schools were asked about 

the prevalence of music instruction in 

the 2008–09 school year (i.e., the year 

prior to the study) and the number 

and types of 2008–09 staff members 

who provided such instruction.11

Secondary schools were also asked 

about other characteristics of their 

music programs in the 2009–10 school 

year, and whether the school or district 

provided professional development in 

music during the 12 months preceding 

the study.

Secondary school music specialists 

were asked the same kinds of 

questions as their elementary 

counterparts, including items related 

to professional development activities 

in various content areas, teaching 

responsibilities, the integration of 

music and other subject areas, and 

the use of formal assessments of 

students’ progress and achievements.

Indicator 7: Availability of Music Education

Music instruction was available in 

almost all public secondary schools. 

Ninety-one percent of the schools 

reported that music was offered in 

2008–09, and 90 percent reported that 

the subject was offered in 1999–2000 

(figure 11). The percentage of 

secondary public schools that offered 

music differed by the school’s poverty 

concentration; 81 percent of the schools 

with the highest level of poverty 

concentration offered the subject 

compared with 95 percent and 96 

percent of schools with the two lowest 

categories of poverty concentration.

Figure 11

Percent of public secondary schools reporting instruction in music, by percent of students eligible for free or reduced-price 

lunch: School years 1999–2000 and 2008–09 

NOTE: The 2009–10 survey asked whether music was taught during regular school hours in the previous school year while the 1999–2000 survey asked whether music was taught during regular school 

hours in the current school year. More detailed data are provided in supplemental tables 70 and 154 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 data presented in this 

figure 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, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; 

and “Secondary School Arts Education Survey: Fall 1999, “ FRSS 67S, 1999–2000.

11The secondary school survey asked about arts course offerings and arts instructors for the previous school year since the survey was mailed in early fall 2009, when some schools might not have been 

able to provide this information for the current school year.
22 Arts Education in Public Elementary and Secondary Schools

Music Education—Secondary Schools and Teachers

Indicator 8: Characteristics of Music Education

Public secondary schools that offered 

music were asked about the number of 

courses offered and the number of staff 

members, including the number of arts 

specialists, who were available to teach 

those courses in 2008–09. Secondary 

schools reported an estimated 65,800 

members of staff who provided music 

instruction in 2008–09 (table 9). Arts 

specialists accounted for almost all 

of these instructors (97 percent). The 

3 percent of other music instructors 

could range from classroom teachers 

to artists-in-residence and volunteers.

Of the secondary schools that 

offered music in the 2008–09 school 

year, 46 percent reported that they 

offered five or more music courses. 

The percentage of schools offering 

five or more music courses differed 

by poverty concentration at the 

school. In secondary schools that 

offered music, 35 percent of schools 

with the highest poverty concentration 

offered five or more music courses 

compared with 62 percent of schools 

with the lowest poverty concentration.

Secondary schools were also asked 

about other characteristics of their 

music program. Among the schools that 

offered music in the 2009–10 school 

year, most (81 percent) reported that 

their district had a written curriculum 

guide for music that teachers were 

expected to follow. The availability of 

a written curriculum guide for music 

differed by poverty concentration at 

the school. In secondary schools that 

offered music, 74 percent of schools 

with the highest poverty concentration 

had a music curriculum guide 

compared with 86 percent of schools 

with the lowest poverty concentration.

Of the schools that provided music 

instruction during the 2009–10 

year, most (91 percent) reported that 

the subject was primarily taught 

in dedicated rooms with special 

equipment. The use of dedicated 

rooms with special equipment 

for music instruction differed by 

poverty concentration at the school. 

In secondary schools that offered 

music, 86 percent of schools with 

the highest poverty concentration 

reported the use of dedicated rooms 

with special equipment compared 

with 94 percent of schools with the 

lowest poverty concentration. 

Table 9

Among public secondary schools that offered music instruction, number of music instructors reported by schools and 

percent that were arts specialists in 2008–09, percent of schools reporting the number of courses offered in 2008–09, 

and percent reporting district curriculum guides and dedicated rooms for instruction in 2009–10, by percent of students 

eligible for free or reduced-price lunch

School characteristic

Number and percent of music 

instructors reported by schools1

Percent of secondary schools reporting selected characteristics 

of music program

Number of 

music instructors

Percent of music 

instructors who 

were arts 

specialists

Schools 

offered 5 

or more 

courses1

Had district 

curriculum guide 

that teachers were 

expected to follow2

Dedicated rooms with 

special equipment were

the primary space for 

instruction2 

All public secondary schools 65,800 97 46 81 91

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 21,500 96 62 86 94

26 to 50 percent 23,200 98 43 83 90

51 to 75 percent 14,500 97 41 78 89

76 percent or more 6,600 96 35 74 86

1Percents are based on the 91 percent of public secondary schools that offered music during regular school hours in 2008–09 because the 2009–10 survey asked about course offerings and 

music instructors in the previous school year. Schools were instructed to count different sections of the same course as one course.

2Percents are based on the 90 percent of public secondary schools that offered music during regular school hours in 2009–10 because the 2009–10 survey asked about curriculum guides and 

the primary space used for music instruction in the current school year. 

NOTE: More detailed data are provided in supplemental tables 71, 73, 75, and 76 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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. The percent of schools offering the arts 

subject in 2009–10 school year was inferred from the “not applicable” response to questions about curriculum guides and space used for instruction in the current school year.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10.
Arts Education in Public Elementary and Secondary Schools 23

Music Education—Secondary Schools and Teachers

Indicator 9: Music Professional Development for Teachers

In 2009–10, a majority of secondary 

schools (69 percent) reported that music 

professional development was available 

to their teachers during the 12 months 

preceding the study (figure 12). This 

training was offered through off-site 

seminars or conferences (59 percent), 

workshops with professional artists or 

arts groups (41 percent), and in-school 

seminars or conferences (27 percent).

In 2009–10, music specialists in 

secondary schools were asked 

about their participation in various 

professional development activities that 

were designated for music specialists 

during the 12 months preceding the 

study. As with elementary music 

specialists, secondary school music 

specialists cited integrating education 

technologies into music instruction and 

connecting music learning with other 

subject areas as the two most frequently 

attended professional development 

sessions for music specialists in the 12 

months preceding the study (64 percent 

and 57 percent, respectively) (table 10).

Music specialists who participated 

in professional development in a 

content area were asked about the 

perceived impact of such participation 

on their teaching. The content area 

for which participants attributed 

the most improvement was applied 

study in performing music, with 82 

percent of secondary music specialists 

reporting that participation in this 

area of professional development 

improved their teaching to a moderate 

or great extent. For each of the other 

content areas in which secondary 

music specialists reported professional 

development in 2009–10, a majority 

of the participants reported that the 

activity improved their teaching to a 

moderate or great extent, ranging from 

58 percent to 69 percent.

Figure 12

Percent of public secondary schools reporting that the school or 

district offered music professional development programs for teachers: 

School year 2009–10

NOTE: More detailed data are provided in supplemental table 91 at http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2012014.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, 

“Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10. 

Table 10

Percent of public secondary school music specialists reporting that they 

participated in various professional development activities, and of those 

teachers, percent reporting that participation improved their teaching to a 

moderate or great extent: School year 2009–10

Area of professional development

Received 

professional 

development

Participation 

improved teaching 

to a moderate 

or great extent1

Applied study in performing music 48 82

Applied study in improvising, arranging, 

or composing music 28 61

Developing knowledge about music 

(e.g., historical, cultural, analytical) 49 69

Connecting music learning with other subject areas 57 58

Integrating educational technologies 

into music instruction 64 65

Research on arts and student learning 

(e.g., arts and cognition) 44 64

1Percents are based on the percentage of teachers who participated in each professional development activity.

NOTE: More detailed data are provided in supplemental tables 98 and 103 at http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2012014. 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 Music Specialists,” FRSS 103M, 2009–10.
24 Arts Education in Public Elementary and Secondary Schools

Music Education—Secondary Schools and Teachers

Indicator 10: Teaching Load for Music Specialists

Secondary music specialists provided 

the same types of information about 

teaching responsibilities as their 

elementary school counterparts. In 

addition to indicating whether they 

taught music full time or part time, the 

teachers reported the number of hours 

taught per week and the number of 

different classes (or groups of students) 

taught per week. This information was 

used to calculate the average number 

of hours spent per week teaching music 

classes, the average number of different 

classes taught (i.e., different groups of 

students), and the average number of 

students per class. Full-time secondary 

school music specialists reported that 

they spent, on average, 22 hours per 

week teaching 8 different classes with 

about 24 students per class (table 11). 

Secondary school music specialists 

also reported other areas of teaching 

responsibilities. Of the full-time 

secondary school music specialists, 

46 percent taught at more than one 

school and about one-fourth (26 

percent) taught classes on a block 

schedule at their assigned school. 

In addition, 36 percent of the music 

specialists taught music classes outside 

of regular school hours. 

A majority (62 percent) of full-time 

music specialists reported more than 

4 hours per week of planning or 

preparation time while students were 

in attendance. Whether the teachers had 

more than 4 hours per week of planning 

time differed by poverty concentration 

at the school. At secondary schools 

with the highest poverty concentration, 

52 percent of full-time music specialists 

had more than 4 hours of dedicated 

planning time compared with 69 percent 

of full-time music specialists at schools 

with the lowest poverty concentration.

Table 11

Percent of public secondary school music specialists who taught music full time, and of those teachers, percent reporting 

various indicators of teaching load, by percent of students eligible for free or reduced-price lunch: School year 2009–10

School characteristic

Taught 

music 

full time

Among specialists who taught music full time, 

percent reporting that they:

Among specialists who taught music 

full time, average number reported for:

Taught 

at more 

than one 

school

Taught on 

a block 

schedule1

Had more 

than 4 

hours of 

planning time

Taught 

classes 

outside 

of school 

hours

Hours 

per week 

spent 

teaching 

classes

Classes 

taught per 

week2

Class 

size3

All public secondary 

school music specialists 93 46 26 62 36 22 8 24

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 93 40 25 69 41 22 9 25

26 to 50 percent 93 52 24 61 33 22 8 23

51 to 75 percent 91 51 27 58 29 23 7 24

76 percent or more 96 31 32 52 40 23 7 23

1Block schedule refers to a type of academic scheduling in which each student has fewer classes per day for a longer period of time; for example, block scheduling allows for class periods of an hour 

or more so that teachers can accomplish more in a class session.

2Respondents were asked to report the total number of different groups or sections taught during their most recent full week of teaching. For example, if a music specialist taught chorus to 

3 different groups of students, the teacher was instructed to report 3 sections of chorus. If the teacher taught chorus to the same group of students multiple times a week, he/she was asked to 

count this class only once. 

3

Respondents were asked to report the total number of students in the different classes taught. For example, if a music specialist taught 3 different groups or sections of chorus, each with 20 

students enrolled, the teacher was instructed to report a total enrollment of 60 for chorus. Class size was computed by summing the weighted student enrollment in all classes taught by the arts 

specialists (including classes taught at the sampled school and other schools at which they taught) and dividing by the weighted number of classes taught.

NOTE: Averages were computed across all records in the survey and based on data that were weighted to national estimates. For example, the average number of classes taught by music teachers 

was computed by summing the weighted number of classes taught by all music teachers and dividing by the weighted number of music teachers in the study. More detailed data are provided in 

supplemental tables 92, 105, 107, 108, 109, and 110 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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 Music Specialists,” FRSS 103M, 2009–10.
Arts Education in Public Elementary and Secondary Schools 25

Music Education—Secondary Schools and Teachers

Indicator 11: Integration of Music and Other Subject Areas

Secondary music specialists reported 

how frequently they collaborated with 

colleagues to integrate music and other 

subject areas during the 12 months 

preceding the study. In 2009–10, 

about half (48 percent) of secondary 

school music specialists reported that 

they consulted with other teachers to 

incorporate units of study from other 

subject areas into the music curriculum 

(table 12). Additionally, 39 percent of 

music specialists reported that they 

consulted with other teachers to help 

them integrate music into one of the 

other teachers’ lessons or units of 

study. Secondary music specialists also 

described whether their instructional 

program was integrated with other 

subject areas. In 2009–10, the teachers 

reported that their instructional 

program was integrated with other 

arts subjects (34 percent) or other 

academic subjects (30 percent). 

The percentage of music specialists 

who consulted with other teachers to 

incorporate units of study from other 

subject areas into the music curriculum 

was larger at secondary schools with 

the highest poverty concentration (58 

percent) than schools with the two 

lowest concentrations of poverty (47 

and 44 percent). This difference was 

also observed for music specialists 

who integrated their instructional 

program with other academic subjects. 

In addition, at secondary schools with 

the highest poverty concentration, 50 

percent of music specialists integrated 

their music instructional program with 

other arts subjects compared with 32 to 

34 percent of music specialists at schools 

with lower concentrations of poverty.

Table 12

Percent of public secondary school music specialists reporting that they participated in various activities that focused 

on the integration of music with other subjects, by percent of students eligible for free or reduced-price lunch: 

School year 2009–10 

School characteristic

Consulting with other 

teachers to help them 

integrate music into a 

lesson or unit of study 

that they teach

Consulting with 

other teachers to 

incorporate units 

of study from other 

subject areas into 

the music curriculum

Integrated music 

instructional 

program with 

other arts 

subjects

Integrated music 

instructional 

program with other 

academic subjects

All public secondary 

school music specialists 39 48 34 30

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 40 44 32 27

26 to 50 percent 35 47 33 28

51 to 75 percent 40 52 34 33

76 percent or more 48 58 50 44

NOTE: More detailed data are provided in supplemental tables 115 and 119 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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 Music Specialists,” FRSS 103M, 2009–10.
26 Arts Education in Public Elementary and Secondary Schools

Music Education—Secondary Schools and Teachers

Indicator 12: Student Assessment in Music

In 2009–10, 98 percent secondary 

school music specialists reported that 

they conducted at least one type of 

formal assessment in music to determine 

students’ progress and achievements 

(not shown in tables or figures). 

These teachers were asked whether 

they conducted each of six different 

types of assessments.

Nearly all secondary music specialists 

who formally evaluated their students 

used observation (97 percent) or 

performance tasks or projects (94 

percent) to a moderate or great extent 

(figure 13). Less commonly reported 

methods included using developed 

rubrics (57 percent), selected-response 

assessments (38 percent), assessments 

requiring short written answers or 

essays (36 percent), and a portfolio 

collection of student work (19 percent).

Figure 13

Among public secondary school music specialists who used any formal assessment to determine student progress 

and achievement in the arts, percent reporting that they used various types of assessment to a moderate or great 

extent: School year 2009–10

NOTE: Percents are based on the 98 percent of music specialists who used any formal assessment. More detailed data are provided in supplemental table 124 at http://nces.ed.gov/

pubsearch/pubsinfo.asp?pubid=2012014. 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 Music Specialists,” FRSS 103M, 2009–10.

Arts Education in Public Elementary and Secondary Schools

A Closer Look at Visual Arts Education

This section presents findings that are based on data collected from school principals and visual 

arts specialists in elementary and secondary schools.

Elementary Schools and Teachers 

In 2009–10 and 1999–2000, elementary school principals reported on the prevalence and 

characteristics of visual arts education programs. School principals in the 2009–10 study were 

also asked whether the school or district provided opportunities for professional development 

activities in visual arts during the 12 months preceding the study. Both studies collected 

information from elementary visual arts specialists about their professional development 

activities, teaching responsibilities, the integration of visual arts and other subject areas, and 

the use of formal assessments of students’ progress and achievements.

Indicator 13: Availability of Visual Arts Education 

Most public elementary schools offered instruction that was designated specifically for visual 

arts; 83 percent offered visual arts instruction in 2009–10 and 87 percent offered the subject 

in 1999–2000 (figure 14). In both years, the percentage of elementary schools that offered 

visual arts instruction differed by poverty concentration. In 2009–10, for example, visual arts 

was offered by 80 percent of schools with the highest poverty concentration and 92 percent 

of schools with the lowest poverty concentration.

Figure 14

Percent of public elementary schools reporting instruction designated specifically for 

visual arts, by percent of students eligible for free or reduced-price lunch: School years 

1999–2000 and 2009–10

NOTE: More detailed data are provided in supplemental tables 1 and 128 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 

The 1999–2000 data presented in this figure 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 2009,” FRSS 100, 2009–10; and “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.
Visual Arts Education—Elementary Schools and Teachers

Arts Education in Public Elementary and Secondary Schools 29

Indicator 14: Characteristics of Visual Arts Education

Elementary schools that offered 

visual arts were also asked about the 

frequency of instruction, the primary 

space used for instruction, district 

curriculum guides, and the availability 

of arts instructors employed to teach 

visual arts. 

Among public elementary schools 

that offered visual arts in 2009–10, 

most (85 percent) indicated that a 

typical student received instruction in 

the subject at least once a week, and 

most (87 percent) provided instruction 

in the subject throughout the entire 

year (table 13). The percentage of 

elementary schools that provided 

visual arts instruction throughout the 

entire school year differed by poverty 

concentration at the school in 2009–10, 

with 83 percent of schools with the 

highest poverty concentration reporting 

year-long visual arts instruction 

compared with 92 percent of schools 

with the lowest poverty concentration. 

About two-thirds (68 percent) of 

elementary schools that offered visual 

arts instruction used dedicated rooms 

with special equipment as the primary 

space to teach the subject in 2009–10. 

This represents an increase from 1999–

2000, when 56 percent of the schools 

reported the use of dedicated rooms with 

special equipment. Whether the schools 

used dedicated rooms with special 

equipment for visual arts instruction 

differed by poverty concentration in 

both 1999–2000 and 2009–10. For 

example, among schools that offered 

visual arts in 2009–10, dedicated rooms 

with special equipment were used in 

59 percent of schools with the highest 

poverty concentration compared with

Table 13

Among public elementary schools that offered instruction in visual arts, percent reporting selected program characteristics 

for visual arts, by percent of students eligible for free or reduced-price lunch: School years 1999–2000 and 2009–10 

School characteristic

Instruction 

was available at 

least once a week

Instruction 

was offered 

throughout the 

entire school year

Dedicated rooms 

with special 

equipment were 

the primary space 

for instruction

Arts specialists 

were employed 

to teach visual 

arts

Had district 

curriculum guide 

that teachers were 

expected to follow

1999–

20001

2009–

102 

1999–

20001

2009–

102

1999–

20001

2009–

102

1999–

20001

2009–

102

1999–

20001

2009–

102

All public elementary schools 85 85 88 87 56 68 72 84 78 83

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 90 90 89 92 67 76 80 89 84 87

26 to 50 percent 80 88 85 87 50 75 64 87 76 82

51 to 75 percent 82 78 83 88 51 63 69 78 74 80

76 percent or more 85 84 84 83 33 59 63 81 74 83

1Percents are based on the 87 percent of public elementary schools that reported instruction designated specifically for visual arts during regular school hours in the 1999–2000 school year. 

2Percents are based on the 83 percent of public elementary schools that reported instruction designated specifically for visual arts during regular school hours in the 2009–10 school year. 

NOTE: More detailed data are provided in supplemental tables 3, 4, 5, 6, 7, 130, 131, 132, 133, and 134 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 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. 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; and

“Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.
Visual Arts Education—Elementary Schools and Teachers

30 Arts Education in Public Elementary and Secondary Schools

75 percent and 76 percent for schools 

with the two lowest categories of poverty 

concentration. 

Of the elementary schools that offered 

visual arts in 2009–10, about 84 percent 

employed arts specialists to teach the 

subject, up from 72 percent in 1999–

2000. In both years, the percentage of 

elementary schools that employed arts 

specialists to teach visual arts differed 

by poverty concentration at the school. 

For example, among schools that 

offered visual arts in the 2009–10 

school year, 81 percent of the schools 

with the highest poverty concentration 

and 89 percent of the schools with the 

lowest poverty concentration reported 

that they employed arts specialists to 

teach the subject. 

Eighty-three percent of public 

elementary schools that offered 

visual arts 2009–10 reported that 

their district had a visual arts 

curriculum guide that teachers were 

expected to follow, and 78 percent 

reported a district curriculum guide 

in 1999–2000. 

Indicator 15: 

Visual Arts Professional 

Development for Teachers

In 2009–10, elementary school 

principals were asked whether 

their school or district offered 

professional development in visual 

arts through workshops and inschool or off-site seminars during 

the 12 months preceding the study. 

Overall, 59 percent of elementary 

schools reported that their school 

or district offered at least one 

type of visual arts professional 

development program (figure 

15). More specifically, elementary 

schools offered visual arts-based 

professional development through 

off-site seminars or conferences 

(43 percent), workshops with 

professional artists or arts groups 

(33 percent), and in-school seminars 

or conferences (23 percent).

Figure 15

Percent of public elementary schools reporting that the school or district 

offered visual arts professional development programs for teachers: 

School year 2009–10

NOTE: More detailed data are provided in supplemental table 24 at http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2012014.

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.

The 1999–2000 and 2009–10 studies 

collected information from visual arts 

specialists about their participation in 

professional development in various 

content areas designated for visual 

arts specialists during the 12 months 

preceding the study. In 2009–10, the 

percentage of visual arts specialists 

reporting participation in professional 

development activities on visual arts 

topics ranged from 46 percent for 

research on arts and student learning 

to 62 percent for integrating education 

technologies into visual arts instruction 

and 69 percent for connecting visual 

arts learning with other subject areas 

(table 14). 

The percentage of visual arts specialists 

who participated in professional 

development on connecting visual arts 

with other subject areas was lower in 

2009–10 than 1999–2000 (69 versus 

79 percent) (table 14). In addition, the 

percentage of visual arts specialists 

who participated in professional 

development on developing knowledge 

about visual arts decreased from 73 

percent in 1999–2000 to 56 percent in 

2009–10. 

Visual arts specialists who participated 

in professional development in a 

content area also reported the extent 

to which they believed participation 

had improved their teaching. In 

both 1999–2000 and 2009–10, a 

majority of visual arts specialists 
Visual Arts Education—Elementary Schools and Teachers

Arts Education in Public Elementary and Secondary Schools 31

Table 14

Percent of public elementary school visual arts specialists reporting that they participated in various professional 

development activities, and of those teachers, percent reporting that participation improved their teaching to a moderate 

or great extent: School years 1999–2000 and 2009–10 

Professional development activity

Participated in activity

Participation improved teaching 

to a moderate or great extent1

1999–2000 2009–10 1999–2000 2009–10

Applied study in art studio (e.g., painting, photography) 56 52 73 75

Developing knowledge about visual arts (e.g., historical, cultural, analytical) 73 56 75 77

Connecting visual arts learning with other subject areas 79 69 75 72

Integrating educational technologies into visual arts instruction 63 62 62 68

Research on arts and student learning (e.g., arts and cognition) — 46 — 70

–Not available. Data were not collected in the 1999–2000 study.

1Percents are based on the percentage of teachers who participated in each professional development activity.

NOTE: More detailed data are provided in supplemental tables 31, 39, and 147 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 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. 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 Visual Arts Specialists,” FRSS 102VA, 2009–10; and 

“Survey of Elementary School Visual Arts Specialists,” FRSS 77VA, 1999–2000.

who participated in professional 

development activities on the various 

visual arts content areas reported that 

participation improved their teaching 

to a moderate or great extent. For 

example, in 2009–10, the percentage 

of visual arts specialists who believed 

that participation improved their 

teaching to a moderate or great extent 

ranged from 68 percent for training on 

integrating educational technologies 

into visual arts instruction to 77 

percent for training on developing 

knowledge about visual arts.

Indicator 16: Teaching Load for Visual Arts Specialists

Elementary visual arts specialists 

were asked about their teaching 

responsibilities, including whether 

they taught visual arts full time or 

part time, the number of hours taught 

per week, and the number of different 

classes (or groups of students) taught 

per week. This information was used to 

calculate the average number of hours 

spent per week teaching visual arts 

classes, the average number of different 

classes taught (i.e., different groups 

of students), and the average number 

of students per class. On average, fulltime visual arts specialists spent 22 

hours per week teaching 24 different 

classes and had an average class size 

of 22 students (table 15).

In reporting other areas of teaching 

responsibilities, 43 percent of full-time 

visual arts specialists reported that 

they taught at more than one school 

in 2009–10. In addition, 7 percent 

taught classes on a block schedule, 

and 46 percent had more than 4 hours 

per week designated for planning time 

when students were in attendance. 
Visual Arts Education—Elementary Schools and Teachers

32 Arts Education in Public Elementary and Secondary Schools

Table 15

Percent of public elementary school visual arts specialists who taught visual arts full time, and of those teachers, percent reporting 

various indicators of teaching load, by percent of students eligible for free or reduced-price lunch: School year 2009–10

School characteristic

Taught 

visual arts 

full time

Among specialists who taught visual arts full time, 

percent reporting that they:

Among specialists who taught visual arts full 

time, average number reported for:

Taught 

at more 

than one 

school

Taught on 

a block 

schedule1

Had more than 

4 hours of 

planning time

Hours per 

week spent 

teaching 

classes

Classes 

taught 

per week2 Class size3

All public elementary 

school visual arts specialists 83 43 7 46 22 24 22

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 81 43 5 50 21 24 22

26 to 50 percent 82 47 5! 45 22 23 22

51 to 75 percent 83 49 8! 46 22 25 22

76 percent or more 90 35 9 42 22 23 21

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

1

Block schedule refers to a type of academic scheduling in which each student has fewer classes per day for a longer period of time; for example, block scheduling allows for class periods of an hour 

or more so that teachers can accomplish more in a class session.

2

Respondents were asked to report the total number of different groups or sections taught during their most recent full week of teaching. For example, if a visual arts specialist taught general art to 

3 different groups or sections of first-graders and 2 groups or sections of second-graders, the teacher was instructed to report 5 sections or classes of general art. If the teacher taught general art to 

the same group of students multiple times a week, he/she was asked to count this class only once. 

3

Respondents were asked to report the total number of students in the different classes taught. For example, if a visual arts specialist taught 5 different groups or sections of general art, each with 

20 students enrolled, the teacher was instructed to report a total enrollment of 100 for general art. Class size was computed by summing the weighted student enrollment in all classes taught by the 

arts specialists (including classes taught at the sampled school and other schools at which they taught) and dividing by the weighted number of classes taught.

NOTE: Averages were computed across all records in the survey and based on data that were weighted to national estimates. For example, the average number of classes taught by visual arts 

teachers was computed by summing the weighted number of classes taught by all visual arts teachers and dividing by the weighted number of visual arts teachers in the study. More detailed data 

are provided in supplemental tables 25, 41, 43, 44, and 45 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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 Visual Arts Specialists,” FRSS 102VA, 2009–10.

Indicator 17: Integration of Visual Arts and Other Subject Areas

Visual arts specialists provided 

information about how they work with 

other teachers to integrate visual arts 

and other subject areas through activities 

such as common planning periods, 

consulting, and collaboration during 

the 12 months preceding the study. In 

2009–10, the activities reported most 

frequently by visual arts specialists 

were consulting with other teachers to 

integrate another subject into a visual 

arts lesson or unit of study taught by 

visual arts specialists (76 percent) and 

consulting with classroom teachers 

to help them integrate visual arts 

into a lesson or unit of study taught 

by classroom teachers (69 percent) 

(table 16). Visual arts specialists also 

reported collaborating with other 

teachers on designing and teaching an 

interdisciplinary lesson or unit of study 

that includes visual arts (58 percent) and 

having a common planning period with 

regular classroom teachers (35 percent).

In response to the questions about 

whether their visual arts instructional 

program was integrated with other 

subject areas, two-thirds (66 percent) of 

visual arts specialists reported that their 

instructional program was integrated 

with other arts subjects in 2009–10, and 

three-fourths (75 percent) of the teachers 

reported their visual arts instructional 

program was integrated with other 

academic subjects. 

Indicator 18: Student 

Assessment in Visual Arts

Visual arts specialists were asked 

whether they conducted any formal 

assessment of their students’ progress 

and achievements. Ninety-three percent 

of teachers reported the use of formal 

assessments in 2009–10 and 87 percent 

of teachers reported the use of formal 

assessments in 1999–2000 (not shown 

in tables or figures). 

Visual arts specialists who conducted 

formal assessments of student progress 

and achievement were asked whether 

they used specific types of assessments. 

In 1999–2000 and 2009–10, the 

types of assessment reported most 

frequently by visual arts specialists 

were observation and performance 

tasks or projects (figure 16). For 

example, among visual arts specialists 

who used any type of formal assessment 

in the 2009–10 school year, 98 percent 

reported the use of observation to 

a moderate or great extent, and 92 

percent used performance tasks or 

projects to a moderate or great extent.
Visual Arts Education—Elementary Schools and Teachers

Arts Education in Public Elementary and Secondary Schools 33

Table 16

Percent of public elementary school visual arts specialists reporting that they participated in various activities that focused 

on the integration of visual arts with other subjects, by percent of students eligible for free or reduced-price lunch: 

School year 2009–10 

School characteristic

Common 

planning 

period with 

regular 

classroom 

teachers

Consulting with 

classroom teachers 

to help them 

integrate visual 

arts into a lesson 

or unit of study 

taught by the 

classroom teacher

Consulting with 

other teachers 

to integrate 

another subject 

into a visual arts 

lesson or unit of 

study taught by 

the visual arts 

specialist

Collaborating 

with other 

teachers on 

designing and 

teaching an 

interdisciplinary 

lesson or unit 

of study that 

includes 

visual arts

Integrated 

visual arts 

curriculum 

with other 

arts subjects

Integrated 

visual arts 

instructional 

program 

with other 

academic 

subjects

All public elementary school 

visual arts specialists 35 69 76 58 66 75

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 30 66 75 59 68 76

26 to 50 percent 36 67 75 54 68 73

51 to 75 percent 34 68 73 56 66 78

76 percent or more 41 77 82 62 62 74

NOTE: More detailed data are provided in supplemental tables 53 and 60 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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 Visual Arts Specialists,” FRSS 102VA, 2009–10.

Figure 16

Among public elementary school visual arts specialists who used any formal assessment to determine student progress 

and achievement in the arts, percent reporting that they used various types of assessment to a moderate or great extent: 

School years 1999–2000 and 2009–10

NOTE: Percents are based on the percentage of visual arts specialists who used any formal assessment in 1999–2000 (87 percent) and 2009–10 (93 percent). More detailed data are provided in 

supplemental tables 65 and 152 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 data presented in this figure may differ from previously published information because 

missing data from the 1999–2000 surveys were imputed for analysis in this report. 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 Visual Arts Specialists,” FRSS 102VA, 2009–10; 

and “Survey of Elementary School Visual Arts Specialists,” FRSS 77VA, 1999–2000.
34 Arts Education in Public Elementary and Secondary Schools

Visual Arts Education—Secondary Schools and Teachers

Secondary Schools and Teachers

Secondary schools were asked about the prevalence of visual arts instruction in 

the 2008–09 school year (i.e., the year prior to the study) and the number and 

types of 2008–09 staff members who provided instruction in the subject.12 As with 

elementary schools, secondary schools were also asked about the characteristics of 

their visual arts programs in 2009–10 and whether the school or district provided 

professional development in visual arts during the 12 months preceding the study. 

Secondary school visual arts specialists were asked to respond to similar questions 

as elementary school visual arts specialists, including items related to professional 

development activities in various content areas, teaching responsibilities, the 

integration of visual arts and other subject areas, and the use of formal assessments 

of students’ progress and achievements.

Indicator 19: Availability of Visual Arts Education

Most secondary school principals 

reported that visual arts education was 

available at their school; 89 percent 

of schools offered instruction in visual 

arts during the regular day in 2008–09, 

and 93 percent offered the subject in 

1999–2000 (figure 17). 

The percentage of secondary schools that 

offered visual arts in 2008–09 differed by 

poverty concentration at the school, with 

80 percent of schools with the highest 

poverty concentration offering visual 

arts compared with 91 percent and 95 

percent of schools with the two lowest 

categories of poverty concentration.

Figure 17

Percent of public secondary schools reporting instruction in visual arts, by percent of students eligible for free or 

reduced-price lunch: School years 1999–2000 and 2008–09 

NOTE: The 2009–10 survey asked whether visual arts was taught during regular school hours in the previous school year while the 1999–2000 survey asked whether visual arts was taught during regular 

school hours in the current school year. More detailed data are provided in supplemental tables 70 and 154 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 data presented 

in this figure 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, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; and 

“Secondary School Arts Education Survey: Fall 1999,” FRSS 67S, 1999–2000.

12The secondary school survey asked about arts course offerings and arts instructors for the previous school year since the survey was mailed in early fall 2009, when some schools might not have been 

able to provide this information for the current school year.
Arts Education in Public Elementary and Secondary Schools 35

Visual Arts Education—Secondary Schools and Teachers

Indicator 20: Characteristics of Visual Arts Education

Secondary schools that offered visual 

arts programs were asked about the 

characteristics of their visual arts 

programs and staff in 2008–09, such 

as the number of courses offered, the 

number of their 2008–09 staff who 

taught courses in the subject full time 

and part time, and the number of 

instructors who were arts specialists. 

Secondary schools reported an estimated 

49,700 members of staff who provided 

visual arts instruction in 2008–09 (table 

17). Arts specialists accounted for 94 

percent of these instructors, while the 

remaining 6 percent could include, for 

example, technology specialists who 

taught graphic design. 

In the 2008–09 school year, 40 percent 

of secondary schools that provided 

visual arts instruction reported that they 

offered five or more courses in visual 

arts. The percentage of schools offering 

five or more visual arts courses differed 

by poverty concentration at the school. 

In secondary schools that offered visual 

arts, the percentage that offered five or 

more visual arts courses was smaller 

for schools with the highest poverty 

concentration (22 percent) than for 

schools with lower concentrations of 

poverty (36 to 56 percent). 

Schools also reported the primary 

space used for instruction and whether 

their district had a written visual arts 

curriculum for teachers to follow in 

2009–10. Among secondary schools 

that offered visual arts instruction, 83 

percent reported that the district had a 

written curriculum guide in visual arts 

that teachers were expected to follow, 

and 92 percent indicated that visual 

arts was primarily taught in a dedicated 

room with special equipment. Dedicated 

rooms with special equipment were 

reported by 85 percent of the schools 

with the highest poverty concentration 

compared with 95 percent and 97 

percent of schools with the two lowest 

categories of poverty concentration.

Table 17

Among public secondary schools that offered visual arts instruction, number of visual arts instructors reported by schools 

and percent that were arts specialists in 2008–09, percent of schools reporting the number of courses offered in 2008–09, 

and percent reporting district curriculum guides and dedicated rooms for instruction in 2009–10, by percent of students 

eligible for free or reduced-price lunch

School characteristic

Number and percent of visual arts 

instructors reported by schools1

Percent of secondary schools reporting 

selected characteristics of visual arts program

Number of visual 

arts instructors

Percent of visual 

arts instructors 

who were arts 

specialists

Schools 

offered 5 

or more 

courses1

Had district 

curriculum guide 

that teachers 

were expected 

to follow2

Dedicated rooms 

with special equipment 

were the primary space 

for instruction2 

All public secondary schools 49,700 94 40 83 92

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 17,400 94 56 87 97

26 to 50 percent 16,300 96 37 84 95

51 to 75 percent 11,200 92 36 79 89

76 percent or more 4,800 93 22 78 85

1Percents are based on the 89 percent of public secondary schools that offered visual arts during regular school hours in 2008–09 because the 2009–10 survey asked about course offerings and 

visual arts instructors in the previous school year. Schools were instructed to count different sections of the same course as one course.

2Percents are based on the 97 percent of public secondary schools that offered visual arts during regular school hours in 2009–10 because the 2009–10 survey asked about curriculum guides 

and the primary space used for visual arts instruction in the current school year. 

NOTE: More detailed data are provided in supplemental tables 71, 73, 75, and 76 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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. The percent of schools offering the arts 

subject in 2009–10 school year was inferred from the “not applicable” response to questions about curriculum guides and space used for instruction in the current school year.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10.
36 Arts Education in Public Elementary and Secondary Schools

Visual Arts Education—Secondary Schools and Teachers

Indicator 21: Visual Arts 

Professional Development 

for Teachers

In the 2009–10 school year, 64 percent 

of secondary schools reported that 

the school or district offered teacher 

professional development on visual 

arts during the 12 months preceding 

the study (figure 18). This training 

was most often provided through 

off-site seminars or conferences (54 

percent), followed by workshops with 

professional artists or arts groups (35 

percent) and in-school seminars or 

conferences (23 percent). 

In 2009–10, visual arts specialists 

indicated whether they participated 

in professional development activities 

designed for visual arts specialists in 

the 12 months preceding the study. 

The percentage of visual arts specialists 

who participated in professional 

development ranged from 43 percent 

for research on arts and student 

learning to 57 percent for connecting 

visual arts learning with other subject 

areas and 60 percent for integrating 

educational technologies into visual arts 

instruction (table 18).

Teachers who participated in 

professional development in a content 

area were asked about the perceived 

impact of such participation on their 

teaching. The percentage of visual arts 

specialists who believed professional 

development improved their teaching to 

a moderate or great extent ranged from 

66 percent for connecting visual arts 

learning with other subject areas to 82 

percent for applied study in art studio.

Figure 18

Percent of public secondary schools reporting that the school or district 

offered visual arts professional development programs for teachers: 

School year 2009–10

NOTE: More detailed data are provided in supplemental table 91 at http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2012014.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey 

System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10.

Table 18

Percent of public secondary school visual arts specialists reporting that they 

participated in various professional development activities, and of those 

teachers, percent reporting that participation improved their teaching to a 

moderate or great extent: School year 2009–10

Area of professional development

Received 

professional 

development

Participation 

improved teaching 

to a moderate 

or great extent1

Applied study in art studio (e.g., painting, photography) 50 82

Developing knowledge about visual arts 

(e.g., historical, cultural, analytical) 51 77

Connecting visual arts learning with other subject areas 57 66

Integrating educational technologies 

into visual arts instruction 60 69

Research on arts and student learning 

(e.g., arts and cognition) 43 69

1Percents are based on the percentage of teachers who participated in each professional development activity. 

NOTE: More detailed data are provided in supplemental tables 98 and 104 at http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2012014. 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.
Arts Education in Public Elementary and Secondary Schools 37

Visual Arts Education—Secondary Schools and Teachers

Indicator 22: Teaching Load for Visual Arts Specialists

Secondary school specialists were asked 

about their teaching responsibilities, 

including whether they taught visual 

arts full time and the different classes 

(or groups of students) taught per 

week. This information was used to 

calculate the average number of hours 

spent per week teaching visual arts 

classes, the average number of different 

classes taught (i.e., different groups of 

students), and the average number of 

students per class. On average, full-time 

secondary school visual arts specialists 

spent 23 hours per week teaching 7 

different classes with about 22 students 

per class in 2009–10 (table 19). 

In reporting other teaching 

responsibilities, 12 percent of full-time 

secondary school visual arts specialists 

taught at more than one school, and 

29 percent taught classes on a block 

schedule at their assigned school in the 

2009–10 school year. In addition, 64 

percent of full-time secondary school 

visual arts specialists reported more 

than 4 hours per week of planning or 

preparation time while students were in 

attendance, and 4 percent taught visual 

arts classes outside of regular school 

hours. These classes did not include 

extracurricular activities such as art clubs 

but reflected the school’s curriculum.

Table 19

Percent of public secondary school visual arts specialists who taught visual arts full time, and of those teachers, 

percent reporting various indicators of teaching load, by percent of students eligible for free or reduced-price lunch: 

School year 2009–10

School characteristic

Taught 

visual 

arts 

full time

Among specialists who taught visual arts full time, 

percent reporting that they:

Among specialists who taught visual arts 

full time, average number reported for:

Taught 

at more 

than 

one 

school

Taught on 

a block 

schedule1

Had more 

than 4 

hours of 

planning 

time

Taught 

classes 

outside 

of school 

hours

Hours per 

week spent 

teaching 

classes

Classes 

taught 

per week2

Class 

size3

All public secondary 

school visual arts specialists 89 12 29 64 4 23 7 22

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 89 11 29 66 3! 23 8 22

26 to 50 percent 90 13 29 59 ‡ 23 7 23

51 to 75 percent 86 13 32 70 5! 24 7 23

76 percent or more 92 12 29 67 7! 21 8 21

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

‡Reporting standards not met.

1

Block schedule refers to a type of academic scheduling in which each student has fewer classes per day for a longer period of time; for example, block scheduling allows for class periods of an 

hour or more so that teachers can accomplish more in a class session.

2

Respondents were asked to report the total number of different groups or sections taught during their most recent full week of teaching. For example, if a visual arts specialist taught graphic 

design as a separate course to 3 different sections or groups of students, the teacher was instructed to report 3 graphic design sections or classes. If the teacher taught graphic design to the same 

group of students multiple times a week, he/she was asked to count this class only once. 

3

Respondents were asked to report the total number of students in the different classes taught. For example, if a visual arts specialist taught 3 sections of graphic design, each with 20 students 

enrolled, the teacher was instructed to report a total enrollment of 60 for graphic design. Class size was computed by summing the weighted student enrollment in all classes taught by the arts 

specialists (including classes taught at the sampled school and other schools at which they taught) and dividing by the weighted number of classes taught.

NOTE: Averages were computed across all records in the survey and based on data that were weighted to national estimates. For example, the average number of classes taught by visual arts 

teachers was computed by summing the weighted number of classes taught by all visual arts teachers and dividing by the weighted number of visual arts teachers in the study. More detailed data 

are provided in supplemental tables 92, 105, 107, 108, 109, and 110 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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.
38 Arts Education in Public Elementary and Secondary Schools

Visual Arts Education—Secondary Schools and Teachers

Indicator 23: Integration of Visual Arts and Other Subject Areas

Secondary school visual arts specialists 

described their collaborations with 

colleagues regarding integrating visual 

arts and other subject areas in the 12 

months preceding the 2009–10 study. 

About two-thirds (64 percent) of visual 

arts specialists reported consulting with 

other teachers to incorporate units of 

study from other subject areas into the 

visual arts curriculum, and 59 percent 

reported consulting with classroom 

teachers to help them integrate visual 

arts into a lesson or unit of study taught 

by the classroom teacher (table 20). 

The percentage of secondary school 

visual arts specialists who consulted 

with other teachers to incorporate units 

of study from other subject areas into 

the visual arts curriculum was larger 

in schools with the highest poverty 

concentration (76 percent) than in 

schools with the two lowest categories 

of poverty concentration (59 percent 

and 62 percent).

Visual arts specialists also reported 

whether their instructional programs in 

visual arts were integrated with other 

subjects. Sixty-one percent of teachers 

indicated that their programs were 

integrated with other arts subjects, and 

51 percent said their programs were 

integrated with other academic subjects.

Table 20

Percent of public secondary school visual arts specialists reporting that they participated in various activities that 

focused on the integration of visual arts with other subjects, by percent of students eligible for free or reduced-price lunch: 

School year 2009–10 

School characteristic

Consulting with other 

teachers to help them 

integrate visual arts 

into a lesson or unit of 

study that they teach

Consulting with 

other teachers to 

incorporate units 

of study from other 

subject areas into the 

visual arts curriculum

Integrated visual 

arts instructional 

program with 

other arts 

subjects 

Integrated visual 

arts instructional 

program with 

other academic 

subjects

All public secondary school 

visual arts specialists 59 64 61 51

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 56 59 67 50

26 to 50 percent 60 62 57 46

51 to 75 percent 62 70 57 61

76 percent or more 65 76 60 57

NOTE: More detailed data are provided in supplemental tables 116 and 119 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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.
Arts Education in Public Elementary and Secondary Schools 39

Visual Arts Education—Secondary Schools and Teachers

Indicator 24: Student Assessment in Visual Arts

In the 2009–10 school year, 99 percent 

of secondary school visual arts specialists 

conducted at least one type of formal 

assessment to determine student 

progress and achievement in visual arts 

(not shown in tables or figures). These 

teachers were asked whether they used 

each of six specific types of assessment. 

Among the visual arts specialists who 

formally assessed their students, the most 

frequently cited tools were performance 

tasks or projects (98 percent) and 

observation (96 percent) (figure 19). 

Teachers also assessed students through 

developed rubrics (85 percent), a review 

of a portfolio collection of student work 

(76 percent), a review of short written 

answers or essays (54 percent), and the 

use of selected-response assessments 

(31 percent).

Figure 19

Among public secondary school visual arts specialists who used any formal assessment to determine student 

progress and achievement in the arts, percent reporting that they used various types of assessment to a 

moderate or great extent: School year 2009–10

NOTE: Percents are based on the 99 percent of secondary school visual arts specialists who used any formal assessment. More detailed data are provided in supplemental table 

124 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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.
Arts Education in Public Elementary and Secondary Schools

A Closer Look at Dance Education

While school-level indicators of dance education are similar to the indicators for music and 

visual arts education, there are no teacher-level data to explore all of the issues examined in the 

previous sections. Separate surveys of dance specialists were not included in the study because 

the percentage of schools with these specialists on staff was relatively small. Thus, the findings 

in this section are based only on data provided by elementary and secondary school principals. 

A new and important indicator at the elementary school level is the extent to which dance 

education is incorporated into other subject areas. In comparison to secondary schools where 

arts education subjects are likely to be offered as electives, elementary schools emphasize the 

integration of the arts into other subject areas.

Elementary Schools 

Elementary school principals provided information on the prevalence of dance instruction, 

the integration of dance with other subjects, the characteristics of dance programs, and the 

provision of dance professional development activities for teachers. 

Indicator 25: Availability of 

Dance Education

In the 2009–10 school year, 3 percent of 

elementary schools offered instruction 

that was designated specifically for dance 

during regular school hours (table 21). 

This percentage represents a decrease from 

1999–2000, when 20 percent of the schools 

reported instruction that was designed 

specifically for dance. 

Dance could also be taught in the context 

of other subject areas such as physical 

education or music, or it could be integrated 

into other areas of the elementary school 

curriculum. Thus, schools could report 

more than one method of incorporating 

dance in their program of study. Forty-four 

percent of elementary schools in 2009–10 

and 48 percent of the schools in 1999–2000 

offered dance as part of the school’s physical 

education program. In both years, the 

percentage of schools that offered dance 

as part of the physical education program 

differed by poverty concentration at the 

school. For example, in 2009–10, smaller 

percentages of schools with the two highest 

poverty concentrations (38 percent and 36 

percent) reported the integration of dance 

and physical education than did schools 

with the lowest concentration of poverty 

(56 percent). 

Dance was taught as part of the music 

curriculum in 37 percent of public elementary 

schools in 2009–10, representing a decrease 

from 48 percent in 1999–2000. In 2009–10, 

the percentage of schools that offered dance 

as part of the music curriculum differed by 

poverty concentration; 31 percent of schools 

with the highest poverty concentration and 

49 percent of schools with the lowest poverty 

concentration offered dance as part of the 

music curriculum in 2009–10. 
Dance Education—Elementary Schools

Arts Education in Public Elementary and Secondary Schools 41

Table 21

Percent of public elementary schools reporting instruction designated specifically for dance, and percent reporting the 

incorporation of dance into other subject or curriculum areas, by percent of students eligible for free or reduced-price lunch: 

School years 1999–2000 and 2009–10

School characteristic

Offered instruction 

specifically for dance

Dance was taught as 

part of the physical 

education program

Dance was taught 

as part of the music 

curriculum

Dance activities and 

instruction were 

integrated into other 

curriculum areas

1999–

2000

2009–

10

1999–

2000

2009–

10

1999–

2000

2009–

10

1999–

2000

2009–

10

All public elementary schools 20 3 48 44 48 37 28 29

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 20 3! 52 56 52 49 26 34

26 to 50 percent 14 ‡ 47 47 47 34 26 30

51 to 75 percent 30 4! 49 36 40 33 29 24

76 percent or more 19 5 40 38 40 31 41 30

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

‡Reporting standards not met.

NOTE: Respondents could report more than one method of incorporating dance in their program of study. More detailed data are provided in supplemental tables 1, 12, 128, and 139 at 

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 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 2009,” FRSS 100, 2009–10; 

and “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.

Indicator 26: Characteristics of Dance Education

Core characteristics of dance education 

examined in the study include the 

frequency of instruction, the primary 

space used for instruction, the 

availability of arts specialists to teach 

the subject, and whether there were 

district curriculum guides. 

In the 3 percent of public elementary 

schools where dance was offered in 

the 2009–10 school year, 53 percent 

indicated that a typical student received 

instruction in the subject at least once a 

week, up from 23 percent in 1999–2000 

(figure 20). About half (48 percent) 

provided instruction in the subject 

throughout the entire school year. 

Dedicated rooms with special 

equipment were the primary space 

used to teach dance in 24 percent of 

elementary schools that offered the 

subject in 2009–10. Dance instructors 

could be full- and part-time specialists, 

classroom teachers, artists-in-residence, 

and other faculty or volunteers. In 

elementary schools where dance was 

offered in the 2009–10 school year, 57 

percent employed arts specialists to 

teach the subject, up from 38 percent in 

1999–2000. In both years, 49 percent 

of elementary schools that offered 

dance indicated that there was a district 

curriculum guide in dance that teachers 

were expected to follow.
Dance Education—Elementary Schools

42 Arts Education in Public Elementary and Secondary Schools

Figure 20

Among public elementary schools that offered instruction in dance, percent reporting selected program characteristics for 

that subject: School years 1999–2000 and 2009–10

Instruction was

offered at least 

once a week

53

23

Instruction was

offered the entire 

school year

48

37

Dedicated rooms with 

special equipment 

were the primary 

space for instruction

14

24

Arts specialists 

were employed 

to teach dance

38

57

Had district 

curriculum guide 

that teachers were 

expected to follow

49 49

1999–

2000

2009– 

10

1999–

2000

2009– 

10

1999–

2000

2009– 

10

1999–

2000

2009– 

10

1999–

2000

2009– 

10

100

80

60

40

20

0

Percent

NOTE: Percents are based on the percentage of elementary schools that reported instruction designated specifically for dance during regular school hours (20 percent in 1999–2000 and 3 percent 

in 2009–10). More detailed data are provided in supplemental tables 2 and 129 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 data presented in this figure may 

differ from previously published information because missing data from the 1999–2000 surveys were imputed for analysis in this report. 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; and “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.

Indicator 27: 

Dance Professional 

Development for Teachers

Elementary school principals provided 

information on whether the school or 

district offered various professional 

development activities in dance in the 

12 months preceding the 2009–10 

study. The findings show that 15 

percent of elementary schools reported 

that the school or district offered at 

least one program that focused on 

professional development for dance 

teachers (figure 21). Elementary schools 

reported that dance professional 

development programs were 

offered through off-site seminars or 

conferences (10 percent), workshops 

with professional artists or arts groups 

(9 percent), and in-school seminars or 

conferences (5 percent).

Figure 21

Percent of public elementary schools reporting that the school or district 

offered dance professional development programs for teachers: School 

year 2009–10

NOTE: More detailed data are provided in supplemental table 24 at http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2012014. 

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.
Arts Education in Public Elementary and Secondary Schools 43

Dance Education—Secondary Schools 

Secondary Schools 

Public secondary schools reported 

the frequency of dance instruction 

in the 2008–09 school year and 

the number and types of 2008–09 

staff members who provided dance 

instruction.13 Secondary schools 

also reported other characteristics 

of their dance programs in 2009–10 

school year and whether the school or 

district sponsored dance professional 

development activities during the 12 

months preceding the study.

Indicator 28: Availability and Characteristics of Dance Instruction

Twelve percent of public secondary 

schools reported that they offered dance 

instruction in the 2008–09 school year, 

and 14 percent of the schools indicated 

that they offered dance instruction in 

the 1999–2000 school year (figure 22).

Public secondary schools that offered 

dance instruction in 2008–09 were 

asked to provide counts for their 

full- and part-time staff members who 

provided dance instruction. Public 

secondary schools reported an estimated 

5,600 staff members who provided 

dance instruction in 2008–09 (table 22). 

Arts specialists accounted for 69 percent 

of the dance instructors—56 percent 

were full-time arts specialists and 13 

percent were part-time arts specialists. 

Figure 22

Percent of public secondary schools offering instruction in dance, by percent of students eligible for free or reduced-price 

lunch: School years 1999–2000 and 2008–09

‡Reporting standards not met.

NOTE: The 2009–10 survey asked whether dance was taught during regular school hours in the previous school year while the 1999–2000 survey asked whether dance was taught during regular 

school hours in the current school year. More detailed data are provided in supplemental tables 70 and 154 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 data 

presented in this figure 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, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; 

and “Secondary School Arts Education Survey: Fall 1999,” FRSS 67S, 1999–2000.

13The secondary school survey asked about arts course offerings and arts instructors for the previous school year since the survey was mailed in early fall 2009, when some schools might not have been 

able to provide this information for the current school year.
44 Arts Education in Public Elementary and Secondary Schools

Dance Education—Secondary Schools

Public secondary schools that offered 

dance instruction were also asked to 

report the number of dance courses 

offered. Of the schools that provided 

dance instruction in the 2008–09 

school year, 57 percent offered one or 

two courses, 30 percent offered three 

or four courses, and 13 percent offered 

five or more courses (table 22).

The 2009–10 study also asked 

public secondary schools about the 

primary space that was used for dance 

instruction and whether the district had 

a dance curriculum guide that teachers 

were expected to follow. Among 

secondary schools that provided dance 

instruction in the 2009–10 school 

year, 45 percent reported dedicated 

rooms with special equipment as the 

primary space for dance instruction, 39 

percent reported gymnasiums, and 14 

percent reported dedicated rooms with 

no special equipment. Two-thirds (66 

percent) of public secondary schools 

that offered dance instruction reported 

that the district had a curriculum guide 

that teachers were expected to follow 

in 2009–10.

Table 22

Among public secondary schools that offered dance instruction, number of 

dance instructors reported by schools and percent that were arts specialists in 

2008–09, percentage distribution of schools reporting the number of courses 

offered in 2008–09, and percentage distribution reporting the primary space 

used and curriculum guides for instruction in 2009–10

Number of dance instructors on the 2008–09 staff 5,600

Percent of dance instructors who were:1

Arts specialists 69

Full-time arts specialists 56

Part-time arts specialists 13

All other dance instructors 31

Percent of schools offering:1

1 or 2 courses 57

3 or 4 courses 30

5 or more courses 13

Primary space used for instruction2

Dedicated rooms with special equipment 45

Dedicated rooms with no special equipment 14

Gymnasium, auditorium, or cafeteria 39

Other space 3!

Had district curriculum guide that teachers were expected to follow2

Yes 66

No 44

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

1Percents are based on the 12 percent of secondary schools that offered dance during regular school hours in 2008–09 because the 

2009–10 survey asked about course offerings and dance instructors in the previous school year. Schools were instructed to count 

different sections of the same course as one course.

2Data are based on the 16 percent of secondary schools that offered dance during regular school hours in 2009–10 because the 

2009–10 survey asked about curriculum guides and the primary space used for dance instruction in the current school year. 

NOTE: More detailed data are provided in supplemental tables 71, 73, and 74 at http://nces.ed.gov/pubsearch/pubsinfo.

sp?pubid=2012014. 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. Detail may not sum to totals because 

of rounding. The percentage of schools offering the arts subject in 2009–10 school year was inferred from the “not applicable” 

response to questions about curriculum guides and space used for instruction in the current school year.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary 

School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10.
Arts Education in Public Elementary and Secondary Schools 45

Dance Education—Secondary Schools 

Indicator 29: Dance Professional 

Development for Teachers

In 2009–10, public secondary schools 

were asked whether the school or 

district provided opportunities for 

various professional development 

activities in dance during the 12 

months preceding the study. Fourteen 

percent of secondary schools indicated 

that the school or district offered at 

least one program that focused on 

professional development for dance 

teachers (figure 23). Specifically, dance 

professional development programs 

were offered through off-site seminars 

or conferences (10 percent), workshops 

with professional artists or arts groups 

(7 percent), and in-school seminars or 

conferences (6 percent).

Figure 23

Percent of public secondary schools reporting that the school or 

district offered dance professional development programs for teachers: 

School year 2009–10

NOTE: More detailed data are provided in supplemental table 91 at http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2012014. 

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey 

System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10.
Arts Education in Public Elementary and Secondary Schools

A Closer Look at Drama/Theatre Education

The indicators in this section address issues of student access to drama/theatre education and 

the core characteristics of such programs in elementary and secondary schools. As with the 

previous section on dance education, there are no teacher-level data from drama specialists 

to explore all of the issues examined for music and visual arts education. Separate surveys of 

drama/theatre specialists were not included in the study because the percentage of schools with 

these specialists on staff was relatively small.

Elementary Schools 

Public elementary school principals were asked about the prevalence of drama/theatre 

instruction, the incorporation of drama/theatre into other curriculum areas, core characteristics 

of drama/theatre programs, and the provision of teacher professional development activities in 

the subject area. 

Indicator 30: Availability of Drama/Theatre Education

In the 2009–10 school year, 4 percent of 

public elementary schools offered instruction 

that was designated specifically for drama/

theatre during regular school hours. This 

percentage represents a decrease from 

1999–2000, when 20 percent of elementary 

schools offered the subject during regular 

school hours (table 23). 

Elementary schools also provided 

information on the ways in which drama/

theatre was incorporated into other subject 

areas. Schools could report more than one 

method of incorporating drama/theatre 

into their program of study. In the 2009–10 

school year, 29 percent of elementary schools 

taught drama/theatre as part of their English 

or language arts curriculum, and 30 percent 

reported this approach to teaching drama/

theatre in 1999–2000. In addition, 46 percent 

of elementary schools indicated that drama/

theatre activities were integrated into other 

curriculum areas in 2009–10. The percentage 

of elementary schools that integrated drama/

theatre activities into other curriculum areas 

differed by poverty concentration, with 39 

percent of schools with the highest poverty 

concentration reporting this approach to 

teaching the subject compared with 50 

percent and 59 percent of schools with the 

two lowest poverty concentrations. 

Indicator 31: Characteristics of Drama/Theatre Programs

Elementary school principals reported on 

the frequency of drama/theatre instruction, 

the space used for instruction, the types of 

instructors available to teach the subject, and 

the availability of district curriculum guides. 

Of the public elementary schools that offered 

drama/theatre instruction in the 2009–10 

school year, 58 percent reported that a typical 

student received instruction in the subject 

at least once a week and 46 percent offered 

the subject throughout the entire school year 

(figure 24). The percentage of elementary 

schools offering weekly instruction in drama/

theatre increased from 1999–2000, when 21 

percent of the schools reported this schedule. 

About one-third (34 percent) of elementary 

schools that offered drama/theatre in 2009–

10 reported that instruction was provided 

primarily in dedicated rooms with special 

equipment. In elementary schools where 

drama/theatre was offered in the 2009–10 

school year, 42 percent of the schools 

reported that they employed arts specialists 

to teach the subject, and 46 percent reported 

the school or district had a curriculum guide 

for teachers to follow.
Drama / Theatre Education—Elementary Schools

Arts Education in Public Elementary and Secondary Schools 47

Table 23

Percent of public elementary schools reporting instruction designated specifically for drama/theatre, and percent reporting 

the incorporation of drama/theatre into other subject or curriculum areas, by percent of students eligible for free or 

reduced-price lunch: School years 1999–2000 and 2009–10 

School characteristic

Offered instruction specifically 

for drama/theatre

Drama/theatre was taught 

as part of the English/language 

arts curriculum

Drama/theatre activities 

and instruction were integrated 

into other curriculum areas

1999–2000 2009–10 1999–2000 2009–10 1999–2000 2009–10

All public elementary schools 20 4 30 29 43 46

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 19 4 32 34 45 59

26 to 50 percent 17 3! 29 30 43 50

51 to 75 percent 24 3! 25 26 38 40

76 percent or more 25 4! 26 27 42 39

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

NOTE: More detailed data are provided in supplemental tables 1, 12, 128, and 139 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 data presented in this figure 

may differ from previously published information because missing data from the 1999–2000 surveys were imputed for analysis in this report. Respondents could report more than one method of 

incorporating drama/theatre in their program of study.

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; 

and “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.

Figure 24

Among public elementary schools that offered drama/theatre instruction, percent reporting selected program 

characteristics for that subject: School years 1999–2000 and 2009–10 

NOTE: Percents are based on the percentage of elementary schools that reported instruction designated specifically for drama/theatre during regular school hours in 2009–10 (4 percent) and 

1999–2000 (20 percent). More detailed data are provided in supplemental tables 2 and 129 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The 1999–2000 data presented in this 

figure may differ from previously published information because missing data from the 1999–2000 surveys were imputed for analysis in this report. 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; 

and “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.
Drama / Theatre Education—Elementary Schools

48 Arts Education in Public Elementary and Secondary Schools

Indicator 32: Drama/Theatre 

Professional Development 

for Teachers

In the 2009–10 school year, 17 percent 

of elementary schools reported that the 

school or district offered at least one 

program that focused on professional 

development for drama/theatre teachers 

in the 12 months preceding the study 

(figure 25). Specifically, elementary 

schools reported that professional 

development programs in drama/theatre 

were provided through workshops 

with professional artists or arts groups 

(10 percent), off-site seminars or 

conferences (10 percent), and in-school 

seminars or conferences (5 percent).

Figure 25

Percent of public elementary schools reporting that the school or 

district offered drama/theatre professional development programs for 

teachers: School year 2009–10

NOTE: More detailed data are provided in supplemental table 24 at http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2012014.

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.
Arts Education in Public Elementary and Secondary Schools 49

Drama / Theatre Education—Secondary Schools

Secondary Schools 

Public secondary schools were asked 

about the prevalence of drama/theatre 

instruction in the 2008–09 school 

year and the number and types of 

2008–09 staff members who provided 

such instruction.14 Secondary schools 

also reported other characteristics 

of their drama/theatre programs in 

2009–10 school year, and the provision 

of school- or district-sponsored 

professional development for drama/

theatre instructors during the 12 

months preceding the study.

Indicator 33: Availability and Characteristics of Drama/Theatre Instruction

Forty-five percent of public secondary 

schools reported that they offered 

drama/theatre instruction in the 

2008–09 school year, and 48 percent 

offered the subject in the 1999–2000 

school year (figure 26). The percentage 

of public secondary schools that 

offered instruction in drama/theatre 

in the 2008–09 school year was 

smaller in schools with the highest 

poverty concentration (28 percent) 

than schools with lower concentrations 

of poverty (41 to 56 percent). 

Public secondary schools that offered 

drama/theatre instruction in 2008–09 

provided information about the number 

of full- and part-time staff members who 

provided drama/theatre instruction and 

the number of instructors who were arts 

specialists. Secondary schools reported 

an estimated 18,000 staff members who 

taught drama/theatre in 2008–09 (table 

24). About three-fourths (73 percent) of 

these instructors were reported as arts 

specialists; 64 percent were full-time arts 

specialists and 9 percent were part-time 

arts specialists. Public secondary schools 

that offered drama/theatre instruction in 

2008–09 were also asked to report the 

Figure 26

Percent of public secondary schools reporting instruction in drama/theatre, by percent of students eligible for free or 

reduced-price lunch: School years 1999–2000 and 2008–09 

‡Reporting standards not met.

NOTE: The 2009–10 survey asked whether drama/theatre was taught during regular school hours in the previous school year while the 1999–2000 survey asked whether drama/theatre was 

taught during regular school hours in the current school year. More detailed data are provided in supplemental tables 70 and 154 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 

The 1999–2000 data presented in this figure 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, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; 

and “Secondary School Arts Education Survey: Fall 1999,” FRSS 67S, 1999–2000.

14The 2009–10 survey asked about arts course offerings and instructors in the previous school year since the survey was mailed in early fall 2009, when some schools might not have been able to 

provide this information for the current school year. However, the 1999–2000 survey asked about arts course offerings and instructors in the current school year.
50 Arts Education in Public Elementary and Secondary Schools

Drama / Theatre Education—Secondary Schools

number of courses offered in the subject. 

Sixty-three percent offered one or two 

courses, 26 percent offered three or four 

courses, and 11 percent offered five or 

more courses.

Public secondary schools that offered 

drama/theatre in 2009–10 reported the 

primary space that was used for drama/

theatre instruction and whether the 

district had a drama/theatre curriculum 

guide that teachers were expected to 

follow. Of the secondary schools that 

provided drama/theatre instruction 

in 2009–10, about half (52 percent) 

reported dedicated rooms with special 

equipment as the primary space for 

instruction in the subject. Smaller 

percentages reported the use of dedicated 

rooms with no special equipment (22 

percent) and gymnasiums (22 percent). 

About three-fourths (72 percent) of 

public secondary schools that offered 

drama/theatre reported that the district 

had a curriculum guide that teachers 

were expected to follow. 

Table 24

Among public secondary schools that offered drama/theatre instruction, number of drama/theatre instructors reported 

by schools and percent that were arts specialists in 2008–09, percentage distribution of schools reporting the number 

of courses offered in 2008–09, and percentage distribution reporting the primary space used and curriculum guides for 

instruction in 2009–10

Number of drama/theatre instructors on the 2008–09 staff 18,000

Percent of drama/theatre instructors who were:1

Arts specialists 73

Full-time arts specialist 64

Part-time arts specialists 9

All other drama/theatre instructors 27

Percent of schools offering:1

1 or 2 courses 63

3 or 4 courses 26

5 or more courses 11

Primary space used for instruction:2

Dedicated rooms with special equipment 52

Dedicated rooms with no special equipment 22

Gymnasium, auditorium, or cafeteria 22

Other space 4

Had district curriculum guide that teachers were expected to follow:2

Yes 72

No 28

1Data are based on the 45 percent of schools that offered drama/theatre during regular school hours in 2008–09 because the 2009–10 survey asked about course offerings and drama/theatre 

instructors in the previous school year. Schools were instructed to count different sections of the same course as one course.

2Data are based on the 46 percent of schools that offered drama/theatre during regular school hours in 2009–10 because the 2009–10 survey asked about curriculum guides and the primary space 

used for drama/theatre instruction in the current school year.

NOTE: More detailed data are provided in supplemental tables 71, 73, and 74 at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. 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. The percentage of schools offering the arts subject 

in 2009–10 school year was inferred from the “not applicable” response to questions about curriculum guides and space used for instruction in the current school year.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10.
Arts Education in Public Elementary and Secondary Schools 51

Drama / Theatre Education—Secondary Schools

Indicator 34: Drama/Theatre 

Professional Development 

for Teachers

In 2009–10, public secondary schools 

were asked whether the school or district 

provided opportunities for various 

professional development activities in 

drama/theatre during the 12 months 

preceding the study. About one-third 

(32 percent) of the schools indicated 

that the school or district offered at 

least one program that focused on 

professional development for drama/

theatre instructors (figure 27). Drama/

theatre professional development was 

offered through off-site seminars or 

conferences (26 percent), workshops 

with professional artists or arts groups 

(18 percent), and in-school seminars or 

conferences (12 percent).

Figure 27

Percent of public secondary schools reporting that the school or 

district offered drama/theatre professional development programs 

for teachers: School year 2009–10

NOTE: More detailed data are provided in supplemental table 91 at http://nces.ed.gov/pubsearch/pubsinfo.

asp?pubid=2012014.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, 

“Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10. 
52 Arts Education in Public Elementary and Secondary Schools

Related Reports

Carey, N., Sikes, M., Foy, R., and Carpenter, J. (1995). Arts Education in Public Elementary and Secondary Schools (NCES 95–082). 

Washington, DC: National Center for Education Statistics, U.S. Department of Education.

Carey, N., Kleiner, B., Porch, R., and Farris, E. (2002). Arts Education in Public Elementary and Secondary Schools: 1999–2000 (NCES 

2002–131). Washington, DC: National Center for Education Statistics, U.S. Department of Education.

Keiper, S., Sandene, B.A., Persky, H.R., and Kuang, M. (2009). The Nation’s Report Card: Arts 2008 Music & Visual Arts (NCES 2009–488). 

National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, D.C.

Parsad, B., and Spiegelman, M. (2011). A Snapshot of Arts Education in Public Elementary and Secondary Schools: 2009–10 

(NCES 2011–078). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. 

Washington, DC.

Ruppert, S.S., and Nelson A.L. (2006, November). From Anecdote to Evidence: Assessing the Status and Condition of 

Arts Education at the State Level. Arts Education Research and Policy Brief. Retrieved September 12, 2008, from 

http://www.aep-arts.org/files/publications/From%20Anecdote%20to%20Evidence.pdf.
Arts Education in Public Elementary and Secondary Schools A-1

Appendix A — Technical Notes

Fast Response Survey System

The Fast Response Survey System (FRSS) was established in 1975 by the National Center for Education Statistics (NCES), 

U.S. Department of Education. FRSS is designed to collect issue-oriented data within a relatively short time frame. FRSS 

collects data from state education agencies, local education agencies, public and private elementary and secondary schools, 

public school teachers, and public libraries. To ensure minimal burden on respondents, the surveys are generally limited to 

three pages of questions, with a response burden of about 30 minutes per respondent. Sample sizes are relatively small (usually 

about 1,000 to 1,500 respondents per survey) so that data collection can be completed quickly. Data are weighted to produce 

national estimates of the sampled education sector. The sample size is large enough to permit estimates by one variable with two 

or three categories, but it is not large enough to support more detailed estimates. As the number of categories within any single 

analysis variable increases, the sample size within categories decreases, which results in larger sampling errors for the breakouts 

by classification variables.

Sample Design 

This study is based on a total of seven surveys that were administered during the 2009–10 school year. At the elementary school 

level, the study includes a survey of school principals and three teacher-level surveys, one each for self-contained classroom 

teachers, music specialists, and visual arts specialists. At the secondary school level, the study includes a survey of school 

principals and two teacher-level surveys, one each for music specialists and visual arts specialists. Sampled schools provided lists 

of eligible teachers for the teacher surveys.

The sampling frames for the school surveys and teacher list collections were based on regular public schools from the 2006–07 

NCES Common Core of Data (CCD) Public School Universe file, which was the most current file available at the time of sample 

selection. The sampling frame included 85,962 regular public schools. Of these, 52,807 were elementary schools, 31,133 were 

secondary schools, and 2,022 were combined schools. The frame included regular public elementary and secondary schools1

 in the 

50 states and the District of Columbia and excluded special education, vocational, home, adult education, private, and alternative/

other schools; schools in the outlying U.S. territories; schools operated by the Department of Defense or Bureau of Indian 

Education; schools lacking any grade higher than kindergarten; and schools with only ungraded students. Charter schools were 

eligible for inclusion because they were classified as regular schools in the CCD. A school was defined as an elementary school 

if the lowest grade was lower than or equal to grade 6 and the highest grade was lower than or equal to grade 8. A secondary 

school was defined as having a lowest grade of 7 or greater and a highest grade equal to or greater than grade 7. Combined 

schools were defined as those having grades higher than grade 8 and lower than grade 7.

Separate stratified samples of public elementary and secondary schools were selected to receive the appropriate survey instrument 

for the school-level surveys and teacher list collections. Combined schools were given a chance for selection for both surveys and, 

if selected, were asked to complete only the survey instrument for which they were selected. The sampling frame was stratified by 

instructional level. Elementary and secondary schools were also stratified by school enrollment size. Within the primary strata, 

schools were sorted by geographic region; community type; percent combined enrollment of Black, Hispanic, Asian/Pacific 

Islander, or American Indian/Alaska Native students; and percent eligible for free or reduced-price lunch to produce additional 

implicit stratification.

Samples of Elementary Schools and Teachers

A total of about 1,800 public elementary schools were sampled. Of these schools, approximately 1,200 were selected to respond 

to the principal school-level survey and to provide lists of eligible teachers—self-contained classroom teachers, full- or part-time 

music specialists, and full- or part-time visual arts specialists (table A-1). The remaining 600 schools were asked to provide only 

lists of full- or part-time music specialists and visual arts specialists (i.e., they were not sampled to complete the school-level 

survey or provide lists of classroom teachers). This sampling approach was necessary to ensure adequate sample sizes for arts 

specialists, since some schools do not have music or visual arts specialists on staff.

1

Regular school is defined as a public elementary or secondary/combined school that does not focus primarily on vocational, special, or alternative education. 
Appendix A—Technical Notes

A-2 Arts Education in Public Elementary and Secondary Schools

Table A-1

Overview of sample selection for school-level surveys, teacher list collections, and teacher-level surveys: 

School year 2009–10

Instructional level of school and type of data collection request Sample size

Elementary schools and teachers

Schools selected for school-level survey and/or teacher list collections 1,800

Schools selected to respond to the school-level survey and provide lists of classroom teachers, music specialists, 

and visual arts specialists 1,200

Schools selected to provide only lists of music specialists and visual arts specialists 600

Teachers selected for all teacher surveys 3,430

Music specialists selected for survey 1,370

Visual arts specialists selected for survey 1,100

Classroom teachers selected for survey 970

Secondary schools and teachers

Schools selected for school-level survey and/or teacher list collections 1,600

Schools selected to respond to the school-level survey and provide lists of music specialists and visual arts specialists 1,200

Schools selected to provide only lists of music specialists and visual arts specialists 400

Teachers selected for all teacher surveys 2,660

Music specialists selected for survey 1,350

Visual arts specialists selected for survey 1,300

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. Detail may not sum to totals because of rounding.

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; 

“Survey of Elementary School Music Specialists,” FRSS 102M, 2009–10; “Survey of Elementary School Visual Arts Specialists,” FRSS 102VA, 2009–10; “Arts Survey of Elementary School 

Classroom Teachers,” FRSS 102C, 2009–10; “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; “Survey of Secondary School Music Specialists,” FRSS 103M, 2009–10; 

and “Survey of Secondary School Visual Arts Specialists,” FRSS 103VA, 2009–10.

Overall, a total of about 3,430 teachers were sampled from the eligible elementary school teacher lists. The teacher samples 

included approximately 1,370 music specialists, 1,100 visual arts specialists, and 970 self-contained classroom teachers. In 

elementary schools that were selected to provide a list of all eligible teachers, exactly one teacher was randomly selected from 

each of the following groups: full-time classroom teachers, full- or part-time music specialists (if available at the school), and fullor part-time visual arts specialists (if available at the school). On average, three teachers were sampled per school. In elementary 

schools that were selected to provide lists of specialists only, exactly one teacher was sampled from the following groups: full- or 

part-time music specialists (if available at the school) and full- or part-time visual arts specialists (if available at the school). 

On average, two teachers were sampled per school.

Samples of Secondary Schools and Teachers

At the secondary school level, a total of about 1,600 public secondary schools were sampled. Of these, approximately 1,200 

schools were selected to respond to the school survey and provide lists of full- or part-time music specialists and visual arts

specialists. The remaining 400 schools were asked to provide lists of full- or part-time music specialists and visual arts specialists 

only (i.e., they were not sampled to complete the school-level survey).

A total of about 2,660 teachers were sampled from the eligible secondary school teacher lists: approximately 1,350 music 

specialists and 1,300 visual arts specialists. On average, two teachers were sampled per secondary school. Exactly one teacher was 

randomly selected from each of the following groups: full- or part-time music specialists (if available at the school) and full- or 

part-time visual arts specialists (if available at the school).
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-3

Data Collection and Response Rates

Elementary School Survey and List Collections 

Study materials were mailed to elementary school principals in September 2009. Of the approximately 1,800 sampled public 

elementary schools, about 1,200 were selected to respond to the school survey and provide lists of eligible teachers for the teacher 

surveys (i.e., classroom teachers, music specialists, and visual arts specialists). The study packages to these schools included a 

school survey and a cover letter indicating that the survey was designed to be completed by the school principal. Respondents 

were given the option of completing the survey online or on paper. Also included in the package were instructions for respondents 

to review their complete roster of teachers, identify music specialists and visual arts specialists, and cross off teachers in the 

following categories: preschool teachers, teachers’ aides, bilingual/ESL teachers, special education teachers, non-full-time 

classroom teachers, substitute teachers, administrators, counselors and advisors, library media specialists, and unpaid volunteers. 

The remaining 600 schools were asked to provide only lists of music specialists and visual arts specialists (i.e., they were not 

sampled to complete the school-level survey or provide lists of full-time classroom teachers). The study packages to these schools 

contained a cover letter and a form to insert the names of full- or part-time music specialists and visual arts specialists.

Telephone follow-up for those who did not respond to the initial questionnaire and list collection mailings was conducted from 

October 2009 through June 2010. Overall, of the approximately 1,800 elementary schools sampled to provide teacher lists, about 

1,600 provided teacher lists and 50 of the responding schools were found to be out of scope for the survey. This left a total of 

approximately 1,550 eligible elementary school teacher lists, including about 30 partial lists (i.e., cases in which lists of classroom 

teachers were requested but not provided). Elementary schools were deemed out of scope for the teacher list collection and/or 

school survey because they had closed or lacked an elementary grade higher than kindergarten. The initial weighted response rate 

for the elementary school list collection for arts specialists was 88.9 percent. The initial weighted response rate for the elementary 

school list collection for classroom teachers was 84.9 percent.

Of the approximately 1,200 elementary schools sampled for the school-level survey, about 40 schools were found to be out of 

scope for the study during the teacher list collection activity. This left a total of approximately 1,160 schools eligible for the 

survey. Completed questionnaires were received from about 1,000 elementary school principals (table A-2). The initial weighted 

response rate was 85 percent, and the unweighted response rate was also 85 percent for the elementary school survey.

Elementary Teacher Surveys 

Survey packages were mailed to the sampled elementary teachers—music specialists, visual arts specialists, and classroom 

teachers—in several batches from January through April 2010. The respondents were mailed one of three elementary teacher 

questionnaires that were tailored to each type of teaching assignment. Telephone follow-up for questionnaire nonresponse was 

conducted from February through August 2010.

Of the approximately 3,430 elementary teachers selected for the sample, about 1,370 were music specialists, 1,100 were visual 

arts specialists, and 970 were self-contained classroom teachers (table A-1). Of these teachers, approximately 50 music specialists, 

50 visual arts specialists, and 60 self-contained classroom teachers were out of scope for the survey. Thus, the number of eligible 

teachers in the samples was about 1,310 for music specialists, 1,050 for visual arts specialists, and 910 for classroom teachers. 

Music specialists and visual arts specialists were deemed out of scope for the study mainly because they did not primarily teach 

music or visual arts, they were not employed at the sampled school at the time of the study, or they were sampled from more than 

one school at which they taught. Respondents were found to be out of scope for the classroom teacher survey because they were 

not self-contained classroom teachers.

Completed questionnaires were received from approximately 1,150 music specialists, 920 visual arts specialists, and 730 

self-contained classroom teachers in elementary schools (table A-2). The unweighted response rates were 87.1 percent for the 

music specialist survey, 87.8 percent for the visual arts specialist survey, and 81.0 percent for the classroom teacher survey. The 

initial weighted response rates were 86.5 percent for the music specialist survey, 87.6 percent for the visual arts specialist survey, 

and 81.5 percent for the classroom teacher survey. 
Appendix A—Technical Notes

A-4 Arts Education in Public Elementary and Secondary Schools

Table A-2

Number and percentage distribution of public elementary schools and teachers in the study and estimated number 

and percentage distribution in the nation, by school characteristics: School year 2009–10

School characteristic

Elementary schools Elementary school music specialists

School sample 

(unweighted)

National estimate 

(weighted)

Teacher sample 

(unweighted)

National estimate 

(weighted)

Number Percent Number Percent Number Percent Number Percent

All public elementary schools 

and teachers 1,000 100 52,900 100 1,150 100 65,900 100

Enrollment size

Less than 300 170 18 13,990 26 190 16 13,660 21

300 to 499 350 36 19,070 36 430 37 25,380 39

500 or more 460 47 19,840 38 530 47 26,860 41

Community type

City 270 27 14,310 27 310 27 18,350 28

Suburban 310 31 15,530 29 360 31 23,320 35

Town 130 13 6,930 13 170 14 7,670 12

Rural 280 28 16,130 30 320 28 16,560 25

Region

Northeast 190 19 9,940 19 220 20 17,270 26

Southeast 250 26 11,870 22 320 20 13,810 21

Central 240 24 14,580 28 300 26 18,630 28

West 300 30 16,510 31 300 26 16,190 25

Percent combined enrollment of Black and other races/ethnicities1

Less than 6 percent 170 17 10,430 20 190 17 11,560 18

6 to 20 percent 220 22 11,700 22 290 26 17,900 27

21 to 49 percent 270 27 13,810 26 290 25 15,470 23

50 percent or more 340 34 17,000 32 370 33 20,970 32

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 230 23 11,840 22 300 26 19,630 30

26 to 50 percent 230 23 12,630 24 300 26 17,410 26

51 to 75 percent 280 28 15,090 29 300 26 15,890 24

76 percent or more 250 25 13,340 25 240 21 12,640 19

See notes at end of table.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-5

Table A-2

Number and percentage distribution of public elementary schools and teachers in the study and estimated number 

and percentage distribution in the nation, by school characteristics: School year 2009–10—Continued

School characteristic

Elementary school visual arts specialists Elementary school classroom teachers

School sample 

(unweighted)

National estimate 

(weighted)

Teacher sample 

(unweighted)

National estimate 

(weighted)

Number Percent Number Percent Number Percent Number Percent

All public elementary schools 

and teachers 920 100 39,270 100 730 100 953,200 100

Enrollment size

Less than 300 140 15 8,430 21 130 17 119,780 13

300 to 499 350 38 15,130 39 260 35 313,120 33

500 or more 420 46 15,710 40 350 48 520,300 55

Community type

City 250 28 11,240 29 180 25 251,360 26

Suburban 310 34 13,700 35 240 32 338,180 35

Town 110 12 4,300 11 110 15 128,400 13

Rural 250 27 10,030 26 200 28 235,260 25

Region

Northeast 230 25 10,040 26 130 18 162,820 17

Southeast 260 29 9,590 24 200 28 285,290 30

Central 270 29 12,870 33 180 24 200,230 21

West 160 17 6,770 17 230 31 304,850 32

Percent combined enrollment of Black and other races/ethnicities1

Less than 6 percent 180 19 8,250 21 120 16 124,760 13

6 to 20 percent 230 25 9,800 25 170 23 219,840 23

21 to 49 percent 230 25 9,090 23 200 28 270,690 28

50 percent or more 290 31 12,130 31 250 33 337,910 36

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 260 29 11,360 29 180 24 241,280 25

26 to 50 percent 240 26 10,520 27 170 23 215,540 23

51 to 75 percent 220 24 9,200 23 210 29 263,840 28

76 percent or more 190 20 7,930 20 180 25 229,030 24

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. Detail may not sum to totals because of rounding or nonascertained data.

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; 

“Survey of Elementary School Music Specialists,” FRSS 102M, 2009–10; “Survey of Elementary School Visual Arts Specialists,” FRSS 102VA, 2009–10; and “Arts Survey of Elementary School 

Classroom Teachers,” FRSS 102C, 2009–10.
Appendix A—Technical Notes

A-6 Arts Education in Public Elementary and Secondary Schools

Secondary School Surveys and List Collections

Survey and list collection materials were mailed to secondary school principals in September 2009. Of the approximately 1,600 

sampled public secondary schools, about 1,200 were selected to respond to the school survey and provide lists of music specialists 

and visual arts specialists (table A-1). The survey packages to these schools included a school survey and a cover letter indicating 

that the survey was designed to be completed by the school principal. Respondents were given the option of completing the survey 

online or on paper. Also included in the packages was a form for respondents to insert the names of their full- or part-time music 

specialists and visual arts specialists. The remaining 400 schools were asked to provide only lists of music specialists and visual 

arts specialists (i.e., they were not sampled to complete the school-level survey). The study packages to these schools contained a 

cover letter and a form to insert the names of full- or part-time music specialists and visual arts specialists. 

Telephone follow-up for those who did not respond to the initial questionnaire and list collection mailings was conducted from 

October 2009 through June 2010. Overall, of the total approximately 1,600 secondary schools sampled to provide teacher lists, 

about 1,470 provided teacher lists and 40 were found to be out of scope for the study during the teacher list collection activity. 

This left a total of approximately 1,430 eligible secondary school teacher lists. Secondary schools were deemed out of scope for 

the teacher list collection and/or school survey because they had closed, reconfigured, or did not include secondary grades. The 

initial weighted response rate for the secondary teacher list collection was 92.9 percent.

Of the approximately 1,200 secondary schools that were sampled for the school-level survey, about 30 schools were found to be 

out of scope for the study. This left a total of approximately 1,170 secondary school principals eligible for the survey. Completed 

questionnaires were received from about 1,010 secondary school principals (table A-3). The initial weighted response rate was 

89 percent, and the unweighted response rate was 87 percent for the secondary school survey.

Secondary School Teacher Surveys

Questionnaires and cover letters were mailed to the sampled secondary school teachers—music specialists and visual arts 

specialists—in several batches from January through late April 2010. The respondents were mailed one of two secondary teacher 

questionnaires that were tailored to each type of teaching assignment. Telephone follow-up for questionnaire nonresponse was 

conducted from February through July 2010.

Of the approximately 2,660 secondary teachers selected for the sample, about 1,350 were music specialists and 1,300 were visual 

arts specialists (table A-1). Of these teachers, approximately 40 music specialists and 90 visual arts specialists were out of scope 

for the survey. Thus, the number of eligible teachers in the samples was about 1,320 for music specialists and 1,210 for visual arts 

specialists. For both the music and visual arts surveys, respondents were out of scope because they did not primarily teach music 

or visual arts or they were not employed at the sampled school at the time of the study. 

Completed questionnaires were received from approximately 1,070 music specialists and 1,050 visual arts specialists in secondary 

schools (table A-3). The unweighted response rates were 81.0 percent for the music specialist survey and 86.2 percent for the 

visual arts specialist survey. The initial weighted response rates were 81.8 percent for the music specialist survey and 85.3 percent 

for the visual arts specialist survey. 
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-7

Table A-3

Number and percentage distribution of public secondary schools and teachers in the study and estimated number 

and percentage distribution in the nation, by school characteristics: School year 2009–10

School characteristic

Secondary schools Secondary schools music specialists

School sample 

(unweighted)

National estimate 

(weighted)

Teacher sample 

(unweighted)

National estimate 

(weighted)

Number Percent Number Percent Number Percent Number Percent

All public secondary schools 

and teachers 1,010 100 31,650 100 1,070 100 61,430 100

Enrollment size

Less than 300 280 27 13,420 42 280 26 17,210 28

300 to 499 370 36 10,460 33 380 36 22,790 37

500 or more 370 36 7,770 25 410 38 21,430 35

Community type

City 230 22 6,390 20 230 21 13,510 22

Suburban 300 30 7,890 25 340 32 19,260 31

Town 160 16 5,010 16 170 16 10,370 17

Rural 330 32 12,360 39 330 31 18,290 30

Region

Northeast 180 18 5,150 16 220 20 13,000 21

Southeast 260 26 7,620 24 270 25 12,100 20

Central 270 26 8,980 28 290 28 19,850 32

West 310 30 9,900 31 290 27 16,480 27

Percent combined enrollment of Black and other races/ethnicities1

Less than 6 percent 210 20 7,710 24 230 21 14,250 23

6 to 20 percent 260 26 7,910 25 280 26 16,810 27

21 to 49 percent 240 24 7,150 23 270 25 15,170 25

50 percent or more 300 30 8,880 28 290 27 15,210 25

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 290 28 7,930 25 340 32 20,940 34

26 to 50 percent 340 33 10,940 35 370 35 22,340 36

51 to 75 percent 260 26 8,450 27 240 23 12,560 20

76 percent or more 130 13 4,250 13 110 10 5,360 9

See notes at end of table.
Appendix A—Technical Notes

A-8 Arts Education in Public Elementary and Secondary Schools

Table A-3

Number and percentage distribution of public secondary schools and teachers in the study and estimated number 

and percentage distribution in the nation, by school characteristics: School year 2009–10—Continued

School characteristic

Secondary schools visual arts specialists

Teacher sample (unweighted) National estimate (weighted)

Number Percent Number Percent

All public secondary teachers 1,050 100 44,260 100

Enrollment size

Less than 500 280 26 11,580 26

500 to 999 370 35 13,440 30

1,000 or more 400 38 19,240 43

Community type

City 240 23 9,640 22

Suburban 320 30 15,230 34

Town 170 17 6,430 15

Rural 320 30 12,950 29

Region

Northeast 220 21 11,560 26

Southeast 260 25 8,420 19

Central 290 28 12,340 28

West 270 26 11,930 27

Percent combined enrollment of Black and other races/ethnicities1

Less than 6 percent 220 21 9,430 21

6 to 20 percent 290 27 12,720 29

21 to 49 percent 250 23 10,400 23

50 percent or more 290 28 11,700 26

Percent of students eligible for free or reduced-price lunch

0 to 25 percent 320 31 15,770 36

26 to 50 percent 370 36 15,520 35

51 to 75 percent 230 22 8,690 20

76 percent or more 110 11 4,020 9

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. Detail may not sum to totals because of rounding or nonascertained data.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; 

“Survey of Secondary School Music Specialists,” FRSS 103M, 2009–10; and “Survey of Secondary School Visual Arts Specialists,” FRSS 103VA, 2009–10.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-9

Nonresponse Bias Analysis

NCES statistical standards and guidelines require a nonresponse bias analysis if the unit response rate at any stage of data 

collection is less than 85 percent. For the teacher surveys, nonresponse occurred when an eligible sampled school did not provide 

a teacher sampling list or an eligible sampled teacher did not complete the questionnaire. For the elementary school classroom 

teacher survey, response rates were less than 85 percent for both the list collection and teacher samples. The initial weighted 

list collection response rate for the classroom teacher survey was 84.9 percent, and the initial weighted response rate for the 

classroom teacher survey was 81.5 percent. At the secondary school level, the response rate was less than 85 percent for the music 

teacher survey. The initial weighted list collection response rate for the secondary teacher list collection was 92.9 percent, and the 

initial weighted response rate for the secondary music teacher survey was 81.8 percent.

Thus, a nonresponse bias analysis was conducted for the elementary school classroom teacher survey and the secondary school 

music teacher survey. The analysis looked for potential nonresponse biases and examined whether any additional weighting 

adjustments for nonresponse beyond the usual FRSS procedures should be considered. Nonresponse weighting classes were 

formed using school- and teacher-level variables with known values for both respondents and nonrespondents, and which were 

identified by the analysis as being correlated with response propensity. 

The analysis included an examination of the impact of school-level nonresponse (i.e., schools that did not provide a teacher 

list for sampling) and the impact of teacher-level nonresponse within responding schools. For each type of nonresponse, an 

examination of response rates by school characteristics and a comparison of the base-weighted distributions of characteristics 

for the total sample versus the respondents were conducted. School characteristics where the response rates varied significantly 

for subgroups were identified. Next, comparisons were made of data before and after the nonresponse adjustments were made to 

the weights. These comparisons involved distributions of respondents by school characteristics, estimates of CCD data items, and 

selected survey results.

For both the elementary school classroom teachers survey and the secondary school music teachers survey, the analysis found 

that school response rates varied by locale; region; poverty status; the percent combined enrollment of Black, Hispanic, Asian/

Pacific Islander, or American Indian/Alaska Native students; and school enrollment size. For both surveys, teacher response rates 

only varied significantly by sampling batch, which is an indicator of how early or late in the data collection period the teacher 

sampling list was received. To compensate for the differential response rates, weight adjustments were used to derive adjusted 

teacher weights for analysis purposes. These adjustments were made in two stages. First, adjustments were made to the school 

component of the teacher weight to compensate for nonresponse during list collection. The nonresponse-adjusted school weights 

were used to compute the teacher weights, which were then adjusted for teacher nonresponse. In general, such weight adjustments 

will reduce nonresponse bias if the variables used in forming the weight adjustment classes are correlated with response 

propensity (the probability that a sampled school or teacher will respond to the survey) and with the characteristics obtained 

from the survey. 

There are reasons to believe that the nonresponse-adjusted weights developed for these surveys will be reasonably effective 

in reducing potential biases. First, the school-level weight adjustments removed all of the significant differences between the 

weighted distributions of the responding schools and the distributions of the total school sample. For elementary schools, the 

mean absolute relative bias across the categories of variables included in the nonresponse bias analysis went from 4.8 percent 

before adjustment to 2.1 percent after adjustment. Similarly, for secondary schools, the mean absolute relative bias across 

all categories went from 3.6 percent before adjustment to 1.6 percent after adjustment. A comparison of weighted estimates 

of selected school-level characteristics available in the CCD files seems to bear this out. The school-level weight adjustment 

procedures eliminated or reduced the difference between the nonresponse-adjusted estimate for the responding schools and the 

corresponding base-weighted estimate for the total sample of schools. 
Appendix A—Technical Notes

A-10 Arts Education in Public Elementary and Secondary Schools

The effectiveness of the school-level weight adjustments is reflected in the distributions of some of the school-level characteristics 

before and after school-level weighted adjustments are applied, and by comparing these distributions to those of the full sample. 

For example, for the elementary school classroom teachers survey, the before-adjustment weighted percentages of schools by 

community type was 24.7 percent in cities, 29.3 percent in urban fringes, 13.7 percent in towns, and 32.3 percent in rural areas. 

After adjustment, these percentages were 26.0 percent for cities, 30.1 percent for urban fringes, 13.3 percent for towns, and 30.6 

percent for rural areas, which compare with the full sample weighted distribution of 27.1 percent, 29.4 percent, 13.0 percent, and 

30.5 percent, respectively. Before adjustment, the weighted percentage of schools in the highest category of poverty concentration 

(schools with 76 percent or more students eligible for free or reduced-price lunch) was 19.8 percent. After adjustment, it increased 

to 20.5 percent, compared with the full sample weighted percentage of 21.3 percent. The percentages in each of the other 

categories of poverty status also moved closer to the full sample percentages after adjustment. Before adjustment, the weighted 

percentage of schools with 50 percent or more of Black, Hispanic, Asian/Pacific Islander, or American Indian/Alaskan Native 

students was 30.9 percent. After adjustment, it increased to 33.3 percent, compared with the full sample weighted percentage of 

33.7 percent. The percentages in two of the other three categories of this school characteristic after adjustment were also closer 

to the full sample percentages, with one category (schools with 21 to 49 percent of Black, Hispanic, Asian/Pacific Islander, or 

American Indian/Alaskan Native students) only moving 0.3 percent further from the full sample distribution after adjustment. 

School-level adjustments for the secondary school music teachers survey yielded similar results.

Similarly, the second-stage nonresponse adjustment of the teacher weights appeared to be reasonably effective in reducing any 

residual differences between the distributions of the responding and nonresponding teachers. A comparison of weighted teacher 

estimates of selected survey items before and after nonresponse adjustment indicated that there generally were no significant 

differences between the nonresponse-adjusted estimates and the corresponding base-weighted estimates prior to adjustment. 

This suggests that much of the bias reduction was likely captured in the school-level nonresponse adjustments. The absence of 

statistically significant differences may also suggest that the correlation between the survey responses and the variables used in the 

weighting adjustment (which are expected to be among the most important predictors of response propensity) is sufficiently small

that any adjustment methodology involving these variables will not have an appreciable impact on the weighted estimates.

Although it is possible to conduct more in-depth analysis and possibly refine the weighting procedures, the results of this analysis 

suggested that any potential improvements would be modest at best. Therefore, NCES determined that no additional analysis or 

adjustments to the weights was needed.

Imputation for Item Nonresponse

Although item nonresponse for key items was low for the various surveys, missing data were imputed for the items with a 

response rate of less than 100 percent (tables A-4 through A-10).2

 The missing items included both numerical data such as the 

number of classes taught by elementary music specialists, as well as categorical data such as whether full-time arts teachers were 

available to teach various arts subjects at the school. The missing data were imputed using a “hot-deck” approach to obtain a 

“donor” school or teacher from which the imputed values were derived. Under the hot-deck approach, a donor school or teacher 

that matched selected characteristics of the school or teacher with missing data (the recipient) was identified. The matching 

characteristics included characteristics of the school such as categories of school enrollment size; locale; categories for percent 

combined enrollment of Black, Hispanic, Asian/Pacific Islander, or American Indian/Alaska Native students; and categories 

for percent of students in the school eligible for free or reduced-price lunch. In addition, relevant questionnaire items were used 

to form appropriate imputation groupings. Once a donor was found, it was used to obtain the imputed values for the school or 

teacher with missing data. For categorical items, the imputed value was simply the corresponding value from the donor school or 

teacher. For numerical items, an appropriate ratio (e.g., percent of part-time music teachers who are specialists) was calculated 

for the donor school or teacher, and this ratio was applied to available data (e.g., number of part-time music specialists) for 

the recipient school or teacher to obtain the corresponding imputed value. Tables A-4 through A-10 show unweighted and 

weighted percentages for missing questionnaire items for which missing data were imputed.

2 Per NCES standards, all missing questionnaire data are imputed.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-11

Table A-4

Percent of cases with imputed data for the elementary school survey sample, and percent of cases with imputed data 

the sample represents, by questionnaire item: School year 2009–10

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 3: Duration of class

Q3a Visual arts 0.10 0.07

Question 4: Teaching space

Q4a Visual arts 0.10 0.07

Question 6: Whether district has written curriculum guide

Q6a Visual arts 0.40 0.37

Q6b Music 0.30 0.33

Question 7: Ways in which drama and dance are taught

Q7a Part of English/language arts-drama 0.51 0.43

Q7b Integrated into other curriculum areas-drama 0.51 0.43

Q7c As separate subject-drama 0.51 0.42

Q7d Other-drama 0.40 0.32

Q7e Part of physical education-dance 0.40 0.32

Q7f Part of music-dance 0.51 0.39

Q7g Other curriculum areas integration-dance 0.81 0.73

Q7h Separate subject-dance 0.51 0.41

Q7i Other-dance 0.40 0.32

Question 8: Input from arts specialists in arts programs 

Q8a Staff hiring 2.33 2.34

Q8b Curriculum 2.53 2.49

Q8c Fund allocation 2.33 2.34

Question 9 Evaluation of arts specialists 2.53 2.87

Question 10: Questions about arts programs and staff

Q10a Arts education in mission statements 0.20 0.25

Q10b Teachers included in site-based management teams 0.30 0.35

Q10c District-wide assessments of student performance 0.10 0.09

Q10d Principal art program evaluations same as other program evaluations 0.30 0.29

Q10e District-level arts curriculum specialists 0.10 0.09

Question 11: Types of initiatives underway at school

Q11a Arts curriculum expansion 0.20 0.26

Q11b Arts integration into other subjects 0.10 0.17

Q11c Technology integration into arts 0.10 0.17

Q11d Arts facilities expansion 0.10 0.17

Q11e Hiring additional arts instructors 0.40 0.47

Q11f Expanded community organization partnerships 0.30 0.35

Q11g Other 0.10 0.17

See notes at end of table.
Appendix A—Technical Notes

A-12 Arts Education in Public Elementary and Secondary Schools

Table A-4

Percent of cases with imputed data for the elementary school survey sample, and percent of cases with imputed data 

the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 12: Arts instructional activities outside regular school hours

Q12a School arts performances 0.10 0.08

Q12b Small group music lessons 0.10 0.08

Q12c Choir/band practice 0.10 0.08

Q12d Dance 0.30 0.33

Q12e Arts field trips 0.10 0.08

Q12f Other 0.10 0.08

Question 13: Adequacy of support for arts instruction 

Q13a Funding 0.71 0.68

Q13b Facilities 0.30 0.29

Q13c Materials/equipment 0.40 0.37

Q13d Instructional time with students 0.51 0.46

Q13e Number of specialists 0.81 0.72

Q13f Professional development 0.61 0.53

Q13g Student interest 0.51 0.47

Q13h Parent/community support 0.61 0.78

Question 14: School principal attending arts events

Q14a Number of student arts events 0.30 0.31

Q14b Number events principal attended 0.71 0.66

Question 16: Whether arts professional development offered

Q16aa Workshops with professional artists-visual arts 0.91 0.90

Q16ab Workshops with professional artists-music 1.11 1.11

Q16ac Workshops with professional artists-dance 1.32 1.23

Q16ad Workshops with professional artists-drama 1.01 0.99

Q16ba In-school seminars-visual arts 0.61 0.65

Q16bb In-school seminars-music 0.81 0.83

Q16bc In-school seminars-dance 0.91 0.91

Q16bd In-school seminars-drama 1.01 0.99

Q16ca Off-site seminars-visual arts 0.71 0.72

Q16cb Off-site seminars-music 1.11 1.13

Q16cc Off-site seminars-dance 1.21 1.32

Q16cd Off-site seminars-drama 1.21 1.20

Q16da Other-visual arts 0.91 0.92

Q16db Other-music 1.11 1.10

Q16dc Other-dance 1.11 1.07

Q16dd Other-drama 1.11 1.07

See notes at end of table.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-13

Table A-4

Percent of cases with imputed data for the elementary school survey sample, and percent of cases with imputed data 

the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 17: Type of music instruction 

Q17aa General music offered 0.10 0.08

Q17ab Grades taught 0.20 0.17

Q17ac Percentage/student participation 0.51 0.38

Q17ba Chorus 0.10 0.08

Q17bb Grades taught 0.20 0.17

Q17bc Percentage/student participation 0.20 0.17

Q17ca Band 0.10 0.08

Q17cb Grades taught 0.10 0.08

Q17cc Percentage/student participation 0.30 0.24

Q17da Strings/orchestra 0.10 0.08

Q17db Grades taught 0.10 0.08

Q17dc Percentage/student participation 0.20 0.16

Q17ea Other 0.10 0.08

Q17ec Percentage/student participation 0.10 0.08

Question 18: Arts education program/activity funding

Q18aa Artist-in-residence 0.20 0.32

Q18ab1 School/district funds/grants 0.20 0.32

Q18ab2 State/local arts agency 0.30 0.46

Q18ab3 Parent groups 0.20 0.32

Q18ab4 Other private source 0.20 0.32

Q18ba Visiting artist 0.20 0.19

Q18bb1 School/district funds/grants 0.40 0.36

Q18bb2 State/local arts agency 0.40 0.36

Q18bb3 Parent groups 0.40 0.36

Q18bb4 Other private source 0.51 0.45

Q18ca Art galleries field trips 0.10 0.11

Q18cb1 School/district funds/grants 0.30 0.39

Q18cb2 State/local arts agency 0.40 0.47

Q18cb3 Parent groups 0.51 0.53

Q18cb4 Other private source 0.30 0.39

Q18da Arts performance field trips 0.20 0.19

Q18db1 School/district funds/grants 0.40 0.44

Q18db2 State/local arts agency 0.40 0.44

Q18db3 Parent groups 0.40 0.44

Q18db4 Other private source 0.40 0.44

See notes at end of table.
Appendix A—Technical Notes

A-14 Arts Education in Public Elementary and Secondary Schools

Table A-4

Percent of cases with imputed data for the elementary school survey sample, and percent of cases with imputed data 

the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Q18ea School performances/presentations 0.10 0.11

Q18eb1 School/district funds/grants 0.51 0.54

Q18eb2 State/local arts agency 0.61 0.62

Q18eb3 Parent groups 0.51 0.54

Q18eb4 Other private source 0.51 0.54

Question 19: Arts partnerships/collaborations 

Q19a Individual artists 0.30 0.37

Q19b Community organizations 0.30 0.37

Q19c Museums/galleries 0.40 0.47

Q19d Performing arts centers 0.40 0.47

Q19e Community school of arts 0.30 0.37

Q19f Colleges/universities 0.30 0.37

Q19g Other 0.30 0.37

Question 20: Types of support from outside sources

Q20aa Instructional support-visual arts 0.51 0.53

Q20ab Instructional support-music 1.01 0.98

Q20ac Instructional support-dance 0.81 0.77

Q20ad Instructional support-drama 0.61 0.60

Q20ba Materials-visual arts 0.61 0.64

Q20bb Materials-music 1.42 1.39

Q20bc Materials-dance 1.21 1.22

Q20bd Materials-drama 0.91 0.88

Q20ca Event facilities-visual arts 0.61 0.64

Q20cb Event facilities-music 1.21 1.20

Q20cc Event facilities-dance 0.81 0.82

Q20cd Event facilities-drama 0.81 0.78

Q20da Undesignated funds-visual arts 0.61 0.60

Q20db Undesignated funds-music 1.11 1.22

Q20dc Undesignated funds-dance 0.91 0.91

Q20dd Undesignated funds-drama 0.81 0.81

Q20ea Other monetary/non-monetary support-visual arts 0.51 0.53

Q20eb Other monetary/non-monetary support-music 0.81 0.79

Q20ec Other monetary/non-monetary support-dance 0.61 0.60

Q20ed Other monetary/non-monetary support-drama 0.61 0.60

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.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-15

Table A-5

Percent of cases with imputed data for the elementary school music teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 5: Type of classes, number of classes, total enrollment, total minutes taught per week

Q5ac Number of general music classes 1.05 1.05

Q5ad Total enrollment in all music classes 0.70 0.68

Q5ae Total minutes/week spent teaching all music classes 1.48 1.31

Q5bb Band taught during most recent week of teaching 0.09 0.09

Q5bc Number of band classes 0.96 1.78

Q5bd Total enrollment in all band classes 0.96 1.51

Q5be Total minutes/week spent teaching all band classes 0.87 1.33

Q5cb Chorus taught during most recent week of teaching 0.09 0.09

Q5cc Number of chorus classes 0.70 0.71

Q5cd Total enrollment in all chorus classes 0.87 0.93

Q5ce Total minutes/week spent teaching all chorus classes 0.70 0.72

Q5dc Number of strings/orchestra classes 0.44 0.84

Q5dd Total enrollment in all strings/orchestra classes 0.61 1.09

Q5de Total minutes/week spent teaching all strings/orchestra classes 0.44 0.76

Q5ec Number of other classes 0.26 0.27

Q5ed Total enrollment in all other classes 0.17 0.19

Q5ee Total minutes/week spent teaching all other classes 0.26 0.27

Question 6: Music classes at other schools, total enrolled/hours taught per week

Q6a Number/music classes taught at other schools in most recent week 1.05 1.74

Q6b Total enrollment in all music classes at other schools 0.44 0.73

Q6c Total hours spent teaching music/week at other schools 1.74 2.42

Question 7 Taught music on block schedule 0.09 0.04

Question 8 Taught classes outside school hours 0.17 0.29

Question 9 Planning period time 0.87 0.95

Question 10 Years of teaching experience 0.78 0.67

Question 11: Degrees held, year, fields of study

Q11ab Year bachelor’s earned 2.79 2.76

Q11bb Year master’s earned 1.57 1.84

Q11cb Year doctorate earned 0.09 0.12

Q11db Year other degree earned 0.09 0.07

Question 12: Type of teaching certificate 

Q12ab General Education certificate status 0.17 0.19

Q12bb Music Education certificate status 0.26 0.27

Q12cb Other certificate status 0.96 0.86

Question 13: Professional development in last 12 months/extent to which improved teaching

Q13aa Applied study in performing music 0.61 0.47

Q13ab Extent teaching improved 1.66 1.76

See notes at end of table.
Appendix A—Technical Notes

A-16 Arts Education in Public Elementary and Secondary Schools

Table A-5

Percent of cases with imputed data for the elementary school music teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Q13ba Applied study in improvising/arranging/composing 0.52 0.36

Q13bb Extent teaching improved 1.31 1.19

Q13ca Developing music knowledge 1.31 1.11

Q13cb Extent teaching improved 2.53 2.54

Q13da Connecting music learning with other subject areas 0.52 0.37

Q13db Extent teaching improved 2.44 2.15

Q13ea Research on arts/student learning 1.31 1.17

Q13eb Extent teaching improved 2.70 2.47

Q13fa Integrating educational technologies into music instruction 0.96 0.76

Q13fb Extent teaching improved 2.26 1.91

Q13ga Incorporating state/district standards into instruction 0.78 0.64

Q13gb Extent teaching improved 2.96 2.42

Q13ha Student assessment 0.96 0.86

Q13hb Extent teaching improved 2.70 2.47

Q13ia Subject area unrelated to music 0.44 0.42

Q13ib Extent teaching improved 1.74 1.58

Question 14: Participated in activities related to teaching

Q14a Common planning period with regular classroom teachers 0.17 0.15

Q14b Common planning period with other arts specialists at school 0.17 0.12

Q14c Consult with classroom teachers to integrate music into their lesson 0.35 0.26

Q14d Consult with other teachers to integrate other subject into music 0.26 0.28

Q14e Collaborate with other teachers to design/teach unit of study to include music 0.17 0.09

Q14f Sharing teaching ideas with teachers from other schools 0.52 0.43

Q14g Visiting classrooms of music teacher colleagues 0.09 0.07

Q14i Input for preparation of Individual Education Plans 0.17 0.13

Q14j Teaching music through virtual field trips using technology 0.09 0.06

Question 16: Agree/disagree with statements about instruction at school

Q16b Administration supports work 0.09 0.07

Q16c Students motivated to do well in music 0.09 0.18

Q16d Community/group support efforts to educate students 0.26 0.24

Question 17: Adequacy of support for teaching music

Q17a Instructional time with students 0.17 0.16

Q17b Time for individual/collaborative planning 0.35 0.23

Q17c Dedicated instruction space 0.09 0.05

Q17d Dedicated performance space 0.26 0.29

Q17e Dedicated storage space 0.17 0.20

Q17f Instructional resources 0.09 0.09

Q17g Classroom instruments 0.17 0.28

See notes at end of table.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-17

Table A-5

Percent of cases with imputed data for the elementary school music teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Q17h Classroom equipment 0.44 0.43

Q17i Technologies–electronic study/music creation equipment 0.26 0.47

Q17j Orchestra/band instruments 2.35 2.63

Question 18: Emphasis given to goals of student learning 

Q18a Singing varied repertoire of music 0.17 0.27

Q18b Performing varied repertoire of music on range of instruments 0.26 0.32

Q18c Improvising melodies/variations/accompaniments 0.35 0.50

Q18d Composing/arranging music within specified guidelines 0.52 0.55

Q18e Reading/notating music 0.17 0.19

Q18f Listening to/analyzing/describing music 0.35 0.33

Q18g Evaluating music/music performances 0.61 0.64

Q18h Learning expressive possibilities of music 0.26 0.44

Q18i Making connections among music/other arts/disciplines outside arts 0.17 0.25

Q18j Understanding music in relation to history/cultures 0.52 0.54

Q18k Gaining music knowledge/skills using technology 0.09 0.13

Question 19: Types of student assessment

Q19c Short written answers/essays 0.17 0.14

Q19d Performance task/projects 0.44 0.29

Q19e Portfolio collection of student work 0.44 0.34

Q19f Developed rubrics 0.17 0.37

Question 20: Participation in arts-related activity outside school duties

Q20a Provide musical instrument/voice instruction 0.26 0.17

Q20b Perform as soloist or member of ensemble 0.09 0.05

Q20c Compose/arrange music 0.44 0.26

Q20d Conduct community/other ensembles 0.44 0.32

Q20e Attend live musical performances 0.35 0.21

Q20f Study/critique/write about music 0.44 0.28

Q20g Provide arts leadership in community/state 0.44 0.24

Q20h Attend workshops with professional artist/art groups 0.26 0.19

Q20i Attend colleague directed performances 0.17 0.11

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Elementary School Music Teacher Arts Education Survey: 

Fall 2009,” FRSS 102M, 2009–10.
Appendix A—Technical Notes

A-18 Arts Education in Public Elementary and Secondary Schools

Table A-6

Percent of cases with imputed data for the elementary school visual arts teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10 

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 5: Type of classes, number of classes, total enrollment, total minutes taught per week

Q5ac Number of general art classes 0.54 0.56

Q5ad Total enrollment in all general art classes 0.76 0.78

Q5ae Total minutes per week spent teaching all general art classes 0.22 0.27

Question 6: Visual arts classes at other schools, total enrolled/hours taught per week

Q6b Total enrollment in all visual arts classes at other schools 0.11 0.08

Q6c Total hours spent teaching visual arts per week at other schools 0.11 0.15

Question 7 Taught visual arts on a block schedule 0.11 0.07

Question 8 Planning period time 1.63 1.57

Question 9: Degrees held, year, fields of study

Q9ab Year bachelor’s earned 6.86 6.72

Q9bb Year master’s earned 4.25 4.26

Q9db Year other degree earned 0.33 0.28

Question 10: Type of teaching certificate 

Q10aa General Education certificate 0.11 0.33

Q10ab General Education certificate status 0.33 0.56

Q10ba Art Education certificate 0.11 0.33

Q10bb Art Education certificate status 0.76 1.04

Q10ca Other certificate 0.11 0.33

Q10cb Other certificate status 0.33 0.48

Question 11 Years of teaching experience 0.22 0.26

Question 12: Professional development in last 12 months/extent to which improved teaching

Q12aa Applied study in art studio 0.11 0.13

Q12ab Extent teaching improved 1.85 1.89

Q12ba Developing visual arts knowledge 0.22 0.22

Q12bb Extent teaching improved 1.63 1.62

Q12ca Connecting visual arts learning with other subject areas 0.22 0.22

Q12cb Extent teaching improved 2.29 2.14

Q12da Research on arts/student learning 0.76 0.89

Q12db Extent teaching improved 2.29 2.39

Q12ea Integrating educational technologies into visual arts instruction 0.33 0.53

Q12eb Extent teaching improved 2.07 2.27

Q12fa Incorporating state/district standards into instruction 0.87 1.01

Q12fb Extent teaching improved 4.36 4.70

Q12ga Student assessment 0.98 1.12

Q12gb Extent teaching improved 4.14 4.44

Q12ha Subject area unrelated to visual arts 0.22 0.30

Q12hb Extent teaching improved 1.85 1.96

See notes at end of table.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-19

Table A-6

Percent of cases with imputed data for the elementary school visual arts teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 13: Participated in activities related to teaching 

Q13a Common planning period with regular classroom teachers 0.65 0.72

Q13b Common planning period with other arts specialists at school 0.33 0.29

Q13c Consult with classroom teachers to integrate visual arts into their lesson 0.33 0.20

Q13d Consult with other teachers to integrate other subject into visual arts 0.54 0.44

Q13e Collaborate with other teachers to design/teach unit of study to include 

visual arts 0.54 0.41

Q13f Sharing teaching ideas with teachers from other schools 1.31 1.26

Q13g Visiting classrooms of visual arts teacher colleagues 1.42 1.51

Q13h Participation in site-based management/school improvement teams 1.85 1.60

Q13i Input for preparation of Individual Education Plans 0.65 0.48

Q13j Teaching visual arts through virtual field trips using technology 0.87 0.86

Question 14: Statements about instructional program

Q14a Based on written/sequential, local curriculum guide 0.11 0.06

Q14b Aligned with state or National Standards for Arts Education 0.11 0.06

Q14c Integrated with other arts subjects 0.11 0.06

Q14d Integrated with other academic subjects 0.11 0.06

Question 15: Agree/disagree with statements about instruction at school

Q15a Parents support efforts toward educating children 0.22 0.17

Q15b Administration supports work 0.33 0.27

Q15c Students motivated to do well in visual arts 0.22 0.17

Q15d Community/group support efforts to educate students 0.65 0.58

Question 16: Adequacy of support for teaching visual arts

Q16a Instructional time with students 0.44 0.35

Q16b Time for individual/collaborative planning 0.44 0.34

Q16c Dedicated instruction space 0.22 0.16

Q16d Dedicated exhibition space 0.33 0.29

Q16e Dedicated storage space 0.65 0.66

Q16f Instructional resources 0.11 0.06

Q16g Art materials 0.11 0.06

Q16h Art tools 0.44 0.30

Q16i Classroom equipment 0.33 0.27

Q16j Technologies –electronic study/art creation equipment 0.11 0.06

See notes at end of table.
Appendix A—Technical Notes

A-20 Arts Education in Public Elementary and Secondary Schools

Table A-6

Percent of cases with imputed data for the elementary school visual arts teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 17: Emphasis given to goals of student learning 

Q17a Creating broad range of art work, including fine arts 0.22 0.16

Q17b Understanding/applying various media/techniques/processes 0.22 0.16

Q17c Using knowledge of elements/functions/principals of art 0.33 0.26

Q17d Choosing/evaluating range of subject matter/symbols/ideas 0.33 0.27

Q17e Learning expressive possibilities of visual arts 0.22 0.16

Q17f Assessing characteristics/merits of student work/work of others 0.22 0.16

Q17g Making connections among visual arts/other arts/disciplines outside arts 0.22 0.16

Q17h Understanding visual arts in relation to history/cultures 0.22 0.16

Q17i Gaining visual arts knowledge/skills using technology 0.22 0.16

Question 18: Types of student assessment 

Q18a Observation 0.54 0.52

Q18b Selected-response assessments 0.76 0.71

Q18c Short written answers/essays 0.54 0.53

Q18d Performance tasks/projects 0.87 0.79

Q18e Portfolio collection of student work 1.20 1.07

Q18f Developed rubrics 0.44 0.44

Q18g Other 0.54 0.54

Question 19: Participation in visual arts-related activity outside school duties

Q19a Teach art at studio/gallery 1.63 1.71

Q19b Create works of art 0.54 0.46

Q19c Exhibit works of art 0.87 0.73

Q19d View/respond to original works of art at museums/galleries 0.98 0.95

Q19e Study/critique/write about art 0.65 0.66

Q19f Provide arts leadership in community/state 0.98 0.98

Q19g Attend workshops with professional artist/art groups 0.54 0.51

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Elementary School Visual Arts Teacher Arts Education Survey: Fall 2009,” 

FRSS 102VA, 2009–10.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-21

Table A-7

Percent of cases with imputed data for the elementary school classroom teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 2: Degrees held, year, fields of study

Q2ab Year bachelor’s earned 3.41 3.26

Q2bb Year master’s earned 1.50 1.45

Question 3: Type of teaching certificate 

Q3bb Other certificate status 0.27 0.33

Question 4 Years of teaching experience 0.14 0.12

Question 6: Professional development in last 12 months/extent to which improved teaching

Q6aa Applied study in one of the arts/arts education 0.14 0.13

Q6ab Extent teaching improved 0.27 0.30

Q6ba Developing arts knowledge 0.27 0.35

Q6bb Extent teaching improved 0.27 0.23

Q6cb Based on connecting arts learning with other subjects areas 0.68 0.67

Q6da Research on arts/student learning 0.27 0.38

Q6db Extent teaching improved 0.41 0.39

Q6ea Incorporating state/district standards into instruction 0.27 0.27

Q6eb Extent teaching improved 1.23 0.93

Q6fa Student assessment 0.27 0.27

Q6fb Extent teaching improved 0.95 0.68

Q6ga Integrating educational technologies into instruction 0.41 0.38

Q6gb Extent teaching improved 1.23 1.06

Question 9: Participated in activities related to teaching 

Q9a Common planning period with arts specialists at school 0.14 0.10

Q9c Collaborating with arts specialists on unit of study that includes arts 0.14 0.18

Q9d Observing student classes taught by arts specialists 0.41 0.48

Q9e Common planning period with other classroom teachers 0.54 0.60

Q9f Sharing teaching ideas with teachers from other schools 0.68 0.65

Q9g Participation in site-based management/school improvement teams 0.68 0.69

Q9h Input for preparation of Individual Education Plans 0.68 0.69

Question 10: Agree/disagree with statements about art instruction at school

Q10a Arts instruction important part of curriculum 0.14 0.15

Q10b Students look forward to arts instruction/activity 0.14 0.15

Q10c Arts specialists should be responsible for instruction 0.27 0.32

Question 12: Participated in activities related to arts instructional program for classroom

Q12c Incorporating drama/theatre into other subject areas 0.14 0.21

Q12d Incorporating dance into other subject areas 0.41 0.47

Q12e Teaching thematic units/integrating various subjects including arts 0.68 0.65

See notes at end of table.
Appendix A—Technical Notes

A-22 Arts Education in Public Elementary and Secondary Schools

Table A-7

Percent of cases with imputed data for the elementary school classroom teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 13: Arts areas taught as separate subjects/type of arts curriculum used

Q13aa Music as separate subject 0.14 0.11

Q13ab Based on written/sequential, local curriculum guide 0.27 0.24

Q13ac Aligned with state or National Standards for Arts Education 0.41 0.35

Q13ba Visual arts as separate subject 0.14 0.11

Q13bb Based on written/sequential, local curriculum guide 0.68 0.56

Q13bc Aligned with state or National Standards for Arts Education 1.36 1.29

Q13ca Dance as separate subject 0.14 0.11

Q13cb Based on written/sequential, local curriculum guide 0.27 0.24

Q13cc Aligned with state or National Standards for Arts Education 0.27 0.24

Q13da Drama/theatre as separate subject 0.14 0.11

Q13db Based on written/sequential, local curriculum guide 0.54 0.59

Q13dc Aligned with state or National Standards for Arts Education 1.09 1.07

Question 14: Types of student assessment 

Q14b Selected-response assessments 0.14 0.18

Q14d Performance task/projects 0.14 0.08

Q14e Portfolio collection of student work 0.14 0.13

Q14f Developed rubrics 0.14 0.16

Question 15: Participation in arts-related activity outside school duties 

Q15a Create/perform works of arts 0.14 0.17

Q15b Teach one of the arts 0.14 0.17

Q15c View works of art 0.14 0.17

Q15d Study/critique/write about arts 0.14 0.17

Q15e Provide arts leadership in community/state 0.27 0.33

Q15f Attend workshops with professional artist/art groups 0.27 0.26

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Elementary School Classroom Teacher Arts Education Survey: Fall 2009,” 

FRSS 102C, 2009–10.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-23

Table A-8

Percent of cases with imputed data for the secondary school survey sample, and percent of cases with imputed data 

the sample represents, by questionnaire item: School year 2009–10 

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 2: Number of courses taught, for each arts area 

Q2a Visual arts 0.69 0.71

Q2b Music 0.79 0.78

Q2d Drama/theatre 0.20 0.18

Question 3: Number of students enrolled in classes

Q3a Visual arts 0.59 0.44

Q3b Music 0.69 0.58

Q3c Dance 0.10 0.06

Q3d Drama/theatre 0.39 0.28

Question 5b: Of those in Q5a, number certified/credentialed 

Q5ba Visual arts 0.10 0.06

Q5bb Music 0.10 0.06

Q5bd Drama/theatre 0.10 0.06

Question 6: Whether district has written curriculum guide

Q6a Visual arts 0.30 0.50

Q6b Music 0.59 0.75

Q6d Drama 0.10 0.07

Question 7: Teaching space, for each arts area

Q7c Dance 0.30 0.26

Q7d Drama/theatre 0.39 0.34

Question 8: Ways in which creative writing is taught

Q8a Separate courses 0.59 0.51

Q8b Processes/techniques in courses offered by English department 0.59 0.51

Q8c Activities/instruction integrated into other curriculum areas 0.79 0.69

Q8d Other 0.59 0.51

Question 9: Questions about arts programs and staff

Q9a Arts education in mission statements 0.30 0.22

Q9b Teachers included site-based management teams 0.20 0.11

Q9c District-wide assessments of student performance 0.20 0.11

Q9d Arts program principal evaluations same as other program evaluations 0.10 0.06

Q9e District-level arts curriculum specialists 0.10 0.06

Question 10: Input from arts specialists in arts program

Q10a Hiring staff 0.59 0.49

Q10b Curriculum 0.49 0.43

Q10c Fund allocation 0.49 0.43

Question 11 Evaluation of arts specialists 1.87 2.01

See notes at end of table.
Appendix A—Technical Notes

A-24 Arts Education in Public Elementary and Secondary Schools

Table A-8

Percent of cases with imputed data for the secondary school survey sample, and percent of cases with imputed data 

the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 12: Types of initiatives underway at school

Q12a Expansion of curriculum 0.10 0.06

Q12b Arts integration into other subjects 0.20 0.14

Q12c Technology integration into arts 0.20 0.14

Q12d Arts facilities expansion 0.20 0.18

Q12e Hiring additional arts instructors 0.10 0.06

Q12f Expanded community organization partnerships 0.20 0.13

Q12g Other 0.10 0.06

Question 13: Arts instructional activities outside of regular school hours

Q13d Dance 0.10 0.09

Question 14: School principal attending arts events 

Q14a Number of student arts events 0.69 0.60

Q14b Number principal attended 1.58 1.29

Question 15 Whether arts are a graduation requirement 0.39 0.51

Question 16 If yes, number of credits required 2.17 2.16

Question 17 Whether arts classes included in GPA 0.49 0.53

Question 18 If yes, whether carry same weight as other subjects 0.59 0.59

Question 19 Whether students took arts classes at another location 0.10 0.08

Question 20 If yes, number of students 0.10 0.08

Question 21: If yes, location of classes

Q21a Other schools 0.20 0.14

Q21b Performing arts studios/stages 0.20 0.14

Q21c Museums/galleries 0.20 0.14

Q21d Local arts centers 0.20 0.14

Q21e Other 0.20 0.14

Question 22: Whether arts professional development offered 

Q22aa Workshops with professional artists-visual arts 0.89 0.72

Q22ab Workshops with professional artists-music 0.89 0.70

Q22ac Workshops with professional artists-dance 0.89 0.69

Q22ad Workshops with professional artists-drama 0.99 0.79

Q22ba In-school seminars-visual arts 1.18 1.17

Q22bb In-school seminars-music 0.99 0.77

Q22bc In-school seminars-dance 1.08 0.91

Q22bd In-school seminars-drama 0.89 0.70

See notes at end of table.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-25

Table A-8

Percent of cases with imputed data for the secondary school survey sample, and percent of cases with imputed data 

the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Q22ca Off-site seminars-visual arts 1.48 1.28

Q22cb Off-site seminars-music 1.28 1.15

Q22cc Off-site seminars-dance 1.18 0.95

Q22cd Off-site seminars-drama 1.18 0.98

Q22da Other-visual arts 1.08 0.87

Q22db Other-music 1.08 0.85

Q22dc Other-dance 0.99 0.78

Q22dd Other-drama 0.99 0.79

Question 23: Adequacy of support for arts instruction 

Q23a Funding 0.59 0.84

Q23b Facilities 0.59 0.81

Q23c Materials/instruments 0.49 0.75

Q23d Arts instructional time 0.49 0.75

Q23e Number of arts specialists 0.49 0.75

Q23f Professional development 0.79 0.98

Q23g Student interest 0.59 0.82

Q23h Parent/community support 0.69 0.88

Question 24: Arts education program/activity funding

Q24aa Artist-in-Residence 0.69 0.60

Q24ab1 School/district funds/grants 0.79 0.68

Q24ab2 State/local arts agency 0.79 0.68

Q24ab3 Parent groups 0.79 0.68

Q24ab4 Other private source 0.79 0.68

Q24ba Visiting artists 0.59 0.52

Q24bb1 School/district funds/grants 0.99 1.04

Q24bb2 State/local arts agency 0.99 1.04

Q24bb3 Parent groups 0.99 1.04

Q24bb4 Other private source 0.99 1.04

Q24ca Art galleries field trips 0.69 0.58

Q24cb1 School/district funds/grants 0.89 0.84

Q24cb2 State/local arts agency 0.99 0.94

Q24cb3 Parent groups 0.89 0.85

Q24cb4 Other private source 0.89 0.85

Q24da Arts performances field trips 0.79 0.66

Q24db1 School/district funds/grants 1.08 1.02

Q24db2 State/local arts agency 1.08 1.03

See notes at end of table.
Appendix A—Technical Notes

A-26 Arts Education in Public Elementary and Secondary Schools

Table A-8

Percent of cases with imputed data for the secondary school survey sample, and percent of cases with imputed data 

the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Q24db3 Parent groups 1.08 1.03

Q24db4 Other private source 1.08 1.03

Q24ea School performances 0.79 0.66

Q24eb1 School/district funds/grants 1.28 1.29

Q24eb2 State/local arts agency 1.38 1.42

Q24eb3 Parent groups 1.38 1.42

Q24eb4 Other private source 1.28 1.27

Question 25: Arts partnerships/collaborations

Q25a Individual artists 0.69 0.61

Q25b Community organizations 0.79 0.80

Q25c Museums 0.79 0.66

Q25d Performing arts centers 0.69 0.61

Q25e Community school of arts 0.69 0.61

Q25f Colleges/universities 0.69 0.61

Q25g Other 0.69 0.61

Question 26: Types of support from outside sources

Q26aa Instructional support-visual arts 1.38 1.48

Q26ab Instructional support-music 1.68 1.73

Q26ac Instructional support-dance 1.28 1.12

Q26ad Instructional support-drama/theatre 1.08 0.99

Q26ba Materials-visual arts 1.48 1.53

Q26bb Materials-music 1.78 1.73

Q26bc Materials-dance 1.58 1.34

Q26bd Materials-drama/theatre 1.58 1.39

Q26ca Arts events facilities-visual arts 1.78 1.89

Q26cb Arts events facilities-music 2.07 2.15

Q26cc Arts events facilities-dance 1.28 1.11

Q26cd Arts events facilities-drama/theatre 1.58 1.52

Q26da Undesignated funds-visual arts 1.97 1.84

Q26db Undesignated funds-music 2.17 2.04

Q26dc Undesignated funds-dance 1.78 1.49

Q26dd Undesignated funds-drama/theatre 1.97 1.65

Q26ea Other monetary/non-monetary support-visual arts 1.28 1.38

Q26eb Other monetary/non-monetary support-music 1.38 1.40

Q26ec Other monetary/non-monetary support-dance 1.28 1.13

Q26ed Other monetary/non-monetary support-drama 1.18 1.08

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-27

Table A-9

Percent of cases with imputed data for the secondary school music teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10 

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 5 AP/IB music offered during school hours 0.09 0.08

Question 6: Type of classes, number of classes, total enrollment, total minutes taught per week

Q6ab Band taught during most recent week of teaching 0.28 0.27

Q6ac Number of band classes 1.31 1.36

Q6ad Total enrollment in all band classes 0.94 0.97

Q6ae Total minutes/week spent teaching all band classes 0.94 1.04

Q6bb Chorus taught during most recent week of teaching 0.09 0.17

Q6bc Number of chorus classes 0.56 0.79

Q6bd Total enrollment in all chorus classes 0.47 0.57

Q6be Total minutes/week spent teaching all chorus classes 0.66 0.74

Q6cb Strings/orchestra taught during most recent week of teaching 0.19 0.26

Q6cc Number of strings/orchestra classes 0.28 0.36

Q6cd Total enrollment in all chorus classes 0.28 0.48

Q6ce Total minutes per week spent teaching all strings/orchestra classes 0.19 0.26

Q6db Vocal chamber/small ensemble taught during most recent week of teaching 0.09 0.17

Q6dc Number of vocal chamber/small ensemble classes 0.56 0.86

Q6dd Total enrollment in all vocal chamber/small ensemble classes 0.66 0.91

Q6de Total minutes/week spent teaching all chamber/small ensemble classes 0.38 0.67

Q6eb Music theory/composition taught during most recent week of teaching 0.09 0.17

Q6ec Number of music theory/composition classes 0.38 0.47

Q6ed Total enrollment in all music theory/composition classes 0.28 0.36

Q6ee Total minutes per week spent teaching all music theory/composition classes 0.28 0.36

Q6fb Other music classes taught during most recent week of teaching 0.09 0.17

Q6fc Number of other music classes 0.75 1.01

Q6fd Total enrollment in all other music classes 0.66 0.74

Q6fe Total minutes/week spent teaching all other music classes 0.47 0.51

Question 7: Music classes at other schools, total enrolled/hours taught per week

Q7a Number/music classes taught at other schools in most recent week 0.38 0.33

Q7b Total enrollment in all music classes at other schools 0.38 0.29

Q7c Total hours spent teaching music per week at other schools 0.47 0.52

Question 9 Curriculum-based/co-curricular music outside school hours 0.09 0.08

Question 10: Degrees held, year, field of study

Q10aa Bachelor’s degree 0.09 0.07

Q10ab Year bachelor’s earned 1.50 1.80

Q10bb Year master’s earned 0.94 1.28

See notes at end of table.
Appendix A—Technical Notes

A-28 Arts Education in Public Elementary and Secondary Schools

Table A-9

Percent of cases with imputed data for the secondary school music teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 11: Type of teaching certificate

Q11ab General education certificate status 0.19 0.22

Q11bb Music education certificate status 0.09 0.11

Q11cb Other certificate status 0.09 0.06

Question 12 Planning period time 0.38 0.28

Question 13 Years of teaching experience 0.28 0.22

Question 14: Professional development in last 12 months/extent to which improved teaching

Q14aa Applied study in performing music 0.75 0.71

Q14ab Extent teaching improved 1.60 1.81

Q14ba Applied study in improvising/arranging/composing 1.03 0.84

Q14bb Extent teaching improved 1.69 1.66

Q14ca Developing music knowledge 0.94 0.75

Q14cb Extent teaching improved 2.35 2.54

Q14da Connecting music learning with other subject areas 1.31 1.27

Q14db Extent teaching improved 2.63 2.89

Q14ea Research on arts/student learning 1.22 1.19

Q14eb Extent teaching improved 2.16 2.35

Q14fa Integrating educational technologies into music instruction 1.22 1.17

Q14fb Extent teaching improved 2.35 2.51

Q14ga Incorporating state/district standards into instruction 0.85 0.77

Q14gb Extent teaching improved 3.19 3.45

Q14ha Student assessment 1.50 1.34

Q14hb Extent teaching improved 4.13 4.47

Q14ia Subject area unrelated to music 0.85 0.85

Q14ib Extent teaching improved 1.41 1.81

Question 15: Participated in activities related to teaching

Q15a Common planning period with arts specialists at school 0.28 0.27

Q15b Consult with other teachers to incorporate music into their lesson 0.09 0.14

Q15c Consult with other teachers to incorporate other subject area into music 0.19 0.23

Q15d Sharing teaching ideas with teachers from other schools 0.19 0.23

Q15e Visiting classrooms of music teacher colleagues 0.38 0.32

Q15f Participation in site-based management/school improvement teams 0.47 0.51

Q15g Input for preparation of Individual Education Plans 0.38 0.40

Q15h Teaching music through virtual field trips using technology 0.19 0.23

See notes at end of table.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-29

Table A-9

Percent of cases with imputed data for the secondary school music teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 16: Statements about instructional program

Q16a Based on written/sequential, local curriculum guide 0.47 0.48

Q16b Aligned with state or National Standards for Arts Education 0.19 0.23

Q16c Integrated with other arts subjects 0.67 0.66

Q16d Integrated with other academic subjects 0.75 0.65

Question 17: Agree/disagree with statements about instruction at school

Q17a Parents support efforts toward educating children 0.09 0.21

Q17b Administration supports work 0.09 0.21

Q17c Students motivated to do well in music 0.09 0.21

Q17d Community/group support efforts to educate students 0.19 0.28

Question 18: Adequacy of support for teaching music

Q18a Instructional time with students 0.28 0.21

Q18b Time for individual/collaborative planning 0.09 0.09

Q18d Dedicated performance space 0.56 0.59

Q18e Dedicated storage space 0.38 0.28

Q18f Instructional resources 0.38 0.33

Q18g Classroom instruments 0.09 0.06

Q18h Classroom equipment 0.38 0.23

Q18i Technologies-electronic study/music creation equipment 0.47 0.53

Q18j Orchestra/band instruments 3.10 3.14

Question 19: Emphasis given to goals of student learning

Q19a Singing varied repertoire of music 0.85 0.74

Q19b Performing varied repertoire of music on range of instruments 0.47 0.52

Q19c Improvising melodies/variations/accompaniments 0.38 0.28

Q19d Composing/arranging music within specified guidelines 0.47 0.33

Q19e Reading/notating music 0.38 0.40

Q19f Listening to/analyzing/describing music 0.47 0.35

Q19g Evaluating music/music performances 0.38 0.41

Q19h Learning expressive possibilities of music 0.28 0.27

Q19i Making connections among music/other arts/disciplines outside arts 0.19 0.18

Q19j Understanding music in relation to history/cultures 0.38 0.51

Q19k Gaining music knowledge/skills using technology 0.38 0.43

See notes at end of table.
Appendix A—Technical Notes

A-30 Arts Education in Public Elementary and Secondary Schools

Table A-9

Percent of cases with imputed data for the secondary school music teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 20: Types of student assessment

Q20a Observation 0.28 0.37

Q20b Selected-response 0.28 0.20

Q20c Short written answers/essays 0.19 0.22

Q20d Performance tasks/projects 0.09 0.08

Q20e Portfolio collection of student work 0.28 0.30

Q20f Developed rubrics 0.38 0.36

Q20g Other 1.31 1.09

Question 21: Participation in music-related activity outside school duties

Q21a Provide musical instrument/voice instruction 0.38 0.33

Q21b Perform as soloist or member of ensemble 0.28 0.22

Q21c Compose/arrange music 0.19 0.16

Q21d Conduct community/other ensembles 0.38 0.39

Q21e Attend live musical performances 0.19 0.16

Q21f Study/critique/write about music 0.56 0.51

Q21g Provide arts leadership in community/state 0.47 0.37

Q21h Attend workshops with professional artist/art groups 0.38 0.28

Q21i Attend colleague-directed performances 0.19 0.16

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Music Teacher Arts Education Survey: Fall 2009,” FRSS 103M, 

2009–10.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-31

Table A-10

Percent of cases with imputed data for the secondary school visual arts teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10 

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 6: Type of classes, number of classes, total enrollment, total minutes taught per week

Q6ac Number of general art classes 0.96 0.84

Q6ad Total enrollment in all art classes 1.15 0.98

Q6ae Total minutes per week spent teaching all art classes 1.24 1.05

Q6ba Painting/drawing offered as separate course 0.19 0.15

Q6bc Number of painting/drawing classes 0.38 0.40

Q6bd Total enrollment in all painting/drawing classes 0.48 0.63

Q6be Total minutes per week spent teaching all painting/drawing classes 0.38 0.43

Q6ca Photography offered as separate course 0.19 0.15

Q6cc Number of photography classes 0.29 0.38

Q6cd Total enrollment in all photography classes 0.38 0.48

Q6ce Total minutes per week spent teaching all photography classes 0.38 0.55

Q6da Graphic design offered as separate course 0.19 0.15

Q6dc Number of graphic design classes 0.57 0.77

Q6dd Total enrollment in all graphic design classes 0.57 0.63

Q6de Total minutes per week spent teaching all graphic design classes 0.67 0.71

Q6ea Art history offered as separate course 0.19 0.15

Q6ec Number of art history classes 0.19 0.27

Q6ed Total enrollment in all art history classes 0.29 0.36

Q6ee Total minutes per week spent teaching all art history classes 0.29 0.44

Q6fa Other arts class offered as separate course 0.19 0.15

Q6fb Other arts class taught during most recent week of teaching 0.10 0.15

Q6fc Number of other arts classes 0.19 0.17

Q6fd Total enrollment in all other arts classes 0.38 0.42

Q6fe Total minutes per week spent teaching all other arts classes 0.19 0.22

Question 7: Visual arts classes at other schools, total enrolled/hours taught per week

Q7a Number of visual arts classes taught at other schools in most recent week 0.29 0.29

Q7b Total enrollment in all classes 0.29 0.36

Q7c Total hours per week spent teaching all classes 0.19 0.23

Question 9 Curriculum-based/co-curricular visual arts outside school hours 0.10 0.10

Question 10: Type of teaching certificate

Q10ab General Education certificate status 0.38 0.24

Q10bb Art Education certificate status 0.10 0.03

Q10cb Other certificate status 0.48 0.37

See notes at end of table.
Appendix A—Technical Notes

A-32 Arts Education in Public Elementary and Secondary Schools

Table A-10

Percent of cases with imputed data for the secondary school visual arts teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 11: Degrees held, year, fields of study 

Q11aa Bachelor’s degree 0.38 0.43

Q11ab Year bachelor’s earned 5.83 6.09

Q11bb Year master’s earned 3.15 3.07

Q11db Year other degree earned 0.38 0.39

Question 12 Planning period time 0.48 0.56

Question 13 Years of teaching experience 0.19 0.23

Question 14: Professional development in last 12 months/extent to which improved teaching

Q14aa Applied study in art studio 0.38 0.23

Q14ab Extent teaching improved 1.34 1.11

Q14ba Developing visual arts knowledge 0.86 0.66

Q14bb Extent teaching improved 2.10 1.76

Q14ca Connecting visual arts learning with other subject areas 0.38 0.23

Q14cb Extent teaching improved 2.29 2.22

Q14da Research on arts/student learning 1.34 1.15

Q14db Extent teaching improved 2.01 1.64

Q14ea Integrating educational technologies into visual arts instruction 1.15 0.87

Q14eb Extent teaching improved 2.77 2.42

Q14fa Incorporating state/district standards into instruction 0.86 0.66

Q14fb Extent teaching improved 3.92 3.61

Q14ga Student assessment 1.24 0.91

Q14gb Extent teaching improved 4.11 3.55

Q14ha Subject area unrelated to visual arts 0.19 0.12

Q14hb Extent teaching improved 1.53 1.51

Question 15: Participated in activities related to teaching

Q15a Common planning period with arts specialists at school 0.29 0.50

Q15c Consult with other teachers to incorporate other subject area into visual arts 0.29 0.39

Q15d Sharing teaching ideas with teachers from other schools 0.48 0.77

Q15e Visiting classrooms of visual arts teacher colleagues 0.29 0.63

Q15f Participation in site-based management/school improvement teams 0.96 1.21

Q15g Teaching visual arts through virtual field trips using technology 0.38 0.71

Question 17: Agree/disagree with statements about instruction at school

Q17a Parents support efforts toward educating children 0.38 0.43

Q17b Administration supports work 0.29 0.37

Q17c Students motivated to do well in visual arts 0.19 0.23

Q17d Community/group support efforts to educate students 0.48 0.57

See notes at end of table.
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-33

Table A-10

Percent of cases with imputed data for the secondary school visual arts teacher survey sample, and percent of cases 

with imputed data the sample represents, by questionnaire item: School year 2009–10—Continued

Questionnaire item

Respondent sample 

(unweighted)

Respondent sample 

(weighted)

Question 18: Adequacy of support for teaching visual arts

Q18a Instructional time with students 0.38 0.34

Q18b Time for individual/collaborative planning 0.19 0.16

Q18c Dedicated instruction space 0.19 0.16

Q18d Dedicated exhibition space 0.38 0.37

Q18e Dedicated storage space 0.38 0.29

Q18f Instructional resources 0.29 0.21

Q18g Art materials 0.19 0.16

Q18h Art tools 0.48 0.56

Q18i Classroom equipment 0.38 0.36

Q18j Technologies–electronic study/art creation equipment 0.19 0.16

Question 19: Emphasis given to goals of student learning

Q19a Creating broad range of art work, including fine arts 0.19 0.16

Q19b Understanding/applying various media/techniques/processes 0.19 0.16

Q19c Using knowledge of elements/functions/principals of art 0.19 0.16

Q19d Choosing/evaluating range of subject matter/symbols/ideas 0.19 0.16

Q19e Learning expressive possibilities of visual arts 0.19 0.16

Q19f Assessing characteristics/merits of student work/work of others 0.19 0.16

Q19g Making connections among visual arts/other arts/disciplines outside arts 0.19 0.16

Q19h Understanding visual arts in relation to history/cultures 0.29 0.29

Q19i Gaining visual arts knowledge/skills using technology 0.29 0.29

Question 20: Types of student assessment

Q20a Observation 0.19 0.16

Q20b Selected-response 0.19 0.16

Q20c Short written answers/essays 0.38 0.32

Q20d Performance tasks/projects 0.29 0.22

Q20e Portfolio collection of student work 0.29 0.24

Q20f Developed rubrics 0.19 0.16

Q20g Other 0.19 0.16

Question 21: Participation in visual arts related activity outside school duties

Q21a Teach art at studio/gallery 0.48 0.52

Q21b Create works of art 0.19 0.16

Q21c Exhibit works of art 0.57 0.58

Q21d View/respond to original works of art at museums/galleries 0.38 0.42

Q21e Study/critique/write about art 0.29 0.26

Q21f Provide arts leadership in community/state 0.57 0.70

Q21g Attend workshops with professional artist/art groups 0.48 0.62

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Visual Arts Teacher Arts Education Survey: Fall 2009,” FRSS 

103VA, 2009–10.
Appendix A—Technical Notes

A-34 Arts Education in Public Elementary and Secondary Schools

Data Reliability

Although the surveys on arts education in elementary and secondary schools were designed to account for sampling error and to 

minimize nonsampling error, estimates produced from the data collected are subject to both types of error. Sampling error occurs 

because the data are collected from a sample rather than a census of the population, and nonsampling errors are errors made 

during the collection and processing of the data.

Sampling Errors

The responses to the seven surveys were weighted to produce national estimates (see tables A-2 and A-3). The weights were 

designed to adjust for the variable probabilities of sample selection and differential nonresponse. The findings in this report are 

estimates based on the sample selected and, consequently, are subject to sampling variability. General sampling theory was used 

to estimate the sampling variability of the estimates and to test for statistically significant differences between estimates. The 

standard error is a measure of the variability of an estimate due to sampling. It indicates the variability of a sample estimate that 

would be obtained from all possible samples of a given design and size. Standard errors are used as a measure of the precision 

expected from a particular sample. If all possible samples were surveyed under similar conditions, intervals of 1.96 standard 

errors below to 1.96 standard errors above a particular statistic would include the true population parameter being estimated 

in about 95 percent of the samples. This is a 95 percent confidence interval. For example, the estimated percent of elementary 

schools that offered music instruction is 94.1 percent, and the standard error is 0.9 percent (figure 1 and table B-25a). The 

95 percent confidence interval for the statistic extends from [94.1 – (0.9 x 1.96)] to [94.1 + (0.9 x 1.96)], or from 92.3 to 

95.9 percent. The 1.96 is the critical value for a statistical test at the .05 significance level (where .05 indicates the 5 percent of all 

possible samples that would be outside the range of the confidence interval).

Because the data from the FRSS school and teacher surveys were collected using a complex sampling design, the variances of the 

estimates from this survey (e.g., estimates of proportions) are typically different from what would be expected from data collected 

with a simple random sample. Not taking the complex sample design into account can lead to an underestimation of the standard 

errors associated with such estimates. To generate accurate standard errors for the estimates in this report, standard errors were 

computed using a technique known as jackknife replication. As with any replication method, jackknife replication involves 

constructing a number of subsamples (replicates) from the full sample and computing the statistic of interest for each replicate. 

The mean square error of the replicate estimates around the full sample estimate provides an estimate of the variance of the 

statistic. To construct the replications, 50 stratified subsamples of the full sample were created and then dropped one at a time to 

define 50 jackknife replicates. A computer program (WesVar) was used to calculate the estimates of standard errors.

All specific statements of comparisons made in this report have been tested for statistical significance at the .05 level using 

Student’s t-statistic to ensure that the differences are larger than those that might be expected due to sampling variation. 

Adjustments for multiple comparisons were not included. Student’s t values were computed to test the difference between 

estimates with the following formula:

t = 

E1 − E2

√se2

1

 + se2

2

where E1

 and E2 are the estimates to be compared and se1 and se2 are their corresponding standard errors. Many of the variables 

examined are related to one another, and complex interactions and relationships have not been explored.

Nonsampling Errors

Nonsampling error is the term used to describe variations in the estimates that may be caused by population coverage limitations 

and data collection, processing, and reporting procedures. The sources of nonsampling errors are typically problems like unit 

and item nonresponse, differences in respondents’ interpretations of the meaning of questions, response differences related to the 

particular time the survey was conducted, and mistakes made during data preparation. It is difficult to identify and estimate either 

the amount of nonsampling error or the bias caused by this error. To minimize the potential for nonsampling error, this study 

used a variety of procedures, including a pretest of the questionnaires with public elementary and secondary school principals 

and teachers. The pretest provided the opportunity to check for consistency of interpretation of questions and definitions and 

to eliminate ambiguous items. The questionnaires and instructions were also extensively reviewed by content experts in the arts 
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-35

education community. In addition, manual and machine editing of the questionnaire responses was conducted to check the data 

for accuracy and consistency. Cases with missing or inconsistent items were recontacted by telephone to resolve problems. Data 

were keyed with 100 percent verification for surveys received by mail, fax, or telephone.

One potential source of nonsampling error is nonresponse bias. As described earlier under the section “Nonresponse Bias 

Analysis,” a nonresponse bias analysis was conducted for the elementary school classroom teacher survey and the secondary 

school music teacher survey. NCES statistical standards and guidelines require a nonresponse bias analysis if the unit response 

rate at any stage of data collection is less than 85 percent. For the teacher surveys, nonresponse occurred when an eligible 

sampled school did not provide a teacher sampling list or an eligible sampled teacher did not complete the questionnaire. The 

response rates for the elementary school classroom teacher survey were less than 85 percent for both the list collection and 

teacher samples. At the secondary school level, the response rate was less than 85 percent for the music teacher survey. The 

analyses for the elementary classroom teacher survey and the secondary music teacher survey looked for potential nonresponse 

biases and examined whether any additional weighting adjustments for nonresponse beyond the usual FRSS procedures should 

be considered. 

Definitions of Analysis Variables

Many of the school characteristics, described below, may be related to each other. For example, school enrollment size and 

community type are related, with city schools typically being larger than rural schools. Other relationships between these analysis 

variables may exist. 

Enrollment Size (SIZE)—This variable indicates the total number of students enrolled in the school based on data from the 

2006–07 CCD Public School Universe file. The variable was collapsed into the three categories below. 

Elementary Schools:

Less than 300 students

300 to 499 students

500 or more students

Secondary Schools:

Less than 500 students

500 to 999 students

1,000 or more students

Community Type (URBAN)—This variable indicates the type of community in which the school is located, as defined in the 

2006–07 CCD Public School Universe file. These codes are based on the location of school buildings. This classification system 

is referred to as the “urban-centric” classification system to distinguish it from the previous “metro-centric” classification system. 

The urban-centric locale codes are assigned through a methodology developed by the U.S. Census Bureau’s Population Division 

in 2005. This classification system has four major locale categories—city, suburban, town, and rural—each of which is subdivided 

into three subcategories. These 12 categories are based on several key concepts that Census uses to define an area’s urbanicity: 

principal city, urbanized area, and urban cluster, as discussed below. 

•	 A principal city is a city that contains the primary population and economic center of a metropolitan statistical area, which, 

in turn, is defined as one or more contiguous counties that have a “core” area with a large population nucleus and adjacent 

communities that are highly integrated economically or socially with the core. 

•	 Urbanized areas and urban clusters are densely settled “cores” of Census-defined blocks with adjacent densely settled 

surrounding areas. Core areas with populations of 50,000 or more are designated as urbanized areas; those with populations 

between 25,000 and 50,000 are designated as urban clusters. 
Appendix A—Technical Notes

A-36 Arts Education in Public Elementary and Secondary Schools

This variable was based on the 12-category urban-centric locale variable from CCD and collapsed into the four categories below. 

City—Territory inside an urbanized area and inside a principal city

Suburban—Territory outside a principal city and inside an urbanized area

Town—Territory inside an urban cluster

Rural—Territory outside an urbanized area and outside an urban cluster

Geographic Region (OEREG)—This variable classifies schools into one of the four geographic regions used by the Bureau of 

Economic Analysis of the U.S. Department of Commerce. Data were obtained from the 2006–07 CCD Public School Universe file. 

The variable was collapsed into the four categories below. 

Northeast—Connecticut, Delaware, District of Columbia, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, 

New York, Pennsylvania, Rhode Island, and Vermont

Southeast—Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina, South Carolina, 

Tennessee, Virginia, and West Virginia

Central—Illinois, Indiana, Iowa, Kansas, Michigan, Minnesota, Missouri, Nebraska, North Dakota, Ohio, South Dakota, 

and Wisconsin

West—Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, Oklahoma, Oregon, Texas, 

Utah, Washington, and Wyoming

Percent Combined Enrollment of Black, Hispanic, Asian/Pacific Islander, or American Indian/Alaska Native students (MINST)—This 

variable indicates the percentage of students enrolled in the school whose race or ethnicity is classified as one of the categories 

below based on data in the 2006–07 CCD Public School Universe file. 

•	 American Indian/Alaska Native is defined in CCD as a person having origins in any of the original peoples of North America 

and who maintains cultural identification through tribal affiliation or community recognition. American Indian includes 

Alaska Native. 

•	 Asian/Pacific Islander is defined in CCD as a person having origins in any of the original peoples of the Far East, Southeast 

Asia, the Indian subcontinent, or the Pacific Islands. This includes, for example, China, India, Japan, Korea, the Philippine 

Islands, and Samoa. Asian includes Native Hawaiian or other Pacific Islander. 

•	 Black, non-Hispanic is defined in CCD as a person having origins in any of the black racial groups of Africa. Black includes 

African American. 

•	 Hispanic is defined in CCD as a person of Mexican, Puerto Rican, Cuban, Central or South American, or other Spanish 

culture or origin, regardless of race. Hispanic includes Latino. 

This variable was collapsed into the four categories below. 

Less than 6 percent

6 to 20 percent

21 to 49 percent

50 percent or more

Percent of Students Eligible for Free or Reduced-Price Lunch (POVST)—This item serves as a measure of the concentration of 

poverty at the school. This variable is based on responses to question 27 on the survey questionnaire. If question 27 was not 

answered, this variable was obtained from the 2006–07 CCD Public School Universe file. This variable was collapsed into the 

four categories below.

25 percent or less

26 to 50 percent

51 to 75 percent

76 percent or more
Appendix A—Technical Notes

Arts Education in Public Elementary and Secondary Schools A-37

Definitions of Terms Used in This Report

The following is the exact wording of the definitions that were included on the questionnaire: 

Artist-in-Residence—A visual, literary, or performing artist or folklorist—sometimes called Artist-in-the-School—who visits a 

school for an extended period (more than 1 week) for the purposes of teaching artistic techniques and concepts, conducting 

inservice teacher training, and/or consulting in the development of curricula. 

Arts instruction—The study of creative works in music, visual arts, dance, or drama/theatre, and the process of producing them.

Arts specialist—An education professional with a teaching certificate in an arts discipline, such as visual arts, music, dance, or 

drama/theatre, who provides separate instruction in that discipline.

Block schedule—A type of academic scheduling in which each student has fewer classes per day for a longer period of time. 

Instead of traditional 40- to 50-minute periods, block scheduling allows for periods of an hour or more so that teachers can 

accomplish more in a session. 

Creative writing—An instructional program that describes the process and techniques of original composition in various literary 

forms, such as short stories, plays, and poetry.

Curriculum-based or co-curricular classes or sectionals held outside of regular school hours—School-sponsored arts education 

programs that are held outside of regular school hours. These classes reflect the school’s curriculum. Students may be required 

to participate in the classes and they may receive partial credit for participation. These classes do not refer to extracurricular 

activities such as arts clubs. 

Dance—An instructional program that prepares students to express themselves through creative movement and refine 

performance skills in a variety of dance styles, such as ballet, modern, jazz, world dance, and traditional dances of various 

cultures. Instruction includes choreography, dance history and criticism, and dance production.

Drama/theatre—An instructional program that generally describes the study and creation of dramatic works. Includes instruction 

in dramatic literature, dramatic styles and types, technical theatre, and the principles of organizing, producing, and performing 

plays.

Music—An instructional program for the purpose of helping students learn to perform, create, and respond to (appreciate) 

music. Performance studies include voice, choir, and instrumental studies such as guitar, piano, band, and orchestra. Creating 

studies include music improvisation, arranging, and composition. Music classes typically foster appreciation by developing an 

understanding of music theory, criticism, and the historical development of music in various cultures. 

School or district funds and/or grants—General school or district funds and/or grants from local, state, or federal sources.

School-sponsored activities outside of regular school hours—Arts instructional activities that are sponsored by the school before 

or after school, on weekends, or during the summer. These activities must be guided by a curriculum; thus, they do not include 

extracurricular activities.

State or local arts agencies—State arts agencies are governed by councils or commissions and receive support from the National 

Endowment for the Arts (NEA) for statewide grant-making and services. Local arts agencies include arts councils, departments 

of cultural affairs, and arts commissions. While the majority of local arts agencies are private nonprofit entities, others are 

public municipal, county, or regional agencies that operate in cooperation with mayors and city/county managers.

Types of teaching certificates/licenses:

•	 Regular or standard—State certificate/license or advanced professional certificate;

•	 Probationary—Certificate/license issued after satisfying all requirements except the completion of a probationary period; and

•	 Provisional, temporary, or emergency—Certificate/license that requires some additional coursework, student teaching, 

or passage of a test before regular certification can be obtained, and certificate issued to persons who must complete a 

certification program in order to continue teaching.

Visiting artist—A visual, literary, or performing artist or folklorist who visits a school to perform, demonstrate, or teach for a 

period of 1 week or less.
Appendix A—Technical Notes

A-38 Arts Education in Public Elementary and Secondary Schools

Virtual field trips—Using technology for students to visit places (e.g., museums and art galleries) or view performances 

(e.g., concerts and musicals) without leaving the school.

Visual arts—An instructional program for the purpose of helping students learn to create and respond to the visual arts. 

Students create their own artwork in a range of media and processes. Art classes typically foster appreciation by developing 

an understanding of art history and criticism and the roles visual arts play within various cultures, times, and places.

Comparisons With the 1999–2000 Arts Education Study

Using its FRSS, the National Center for Education Statistics conducted five surveys in 1999–2000—an elementary school survey, 

a secondary school survey, and three elementary school teacher surveys (one each for music specialists, visual arts specialists, 

and classroom teachers). Although most of the questions on the 2009–10 surveys asked for similar information, the wording or 

organization of some questions differed to the extent that direct comparisons were not possible in this report. These changes in 

question wording were necessary to allow for more detailed information (e.g., data on teaching responsibilities) or to capture 

changes in the arts education landscape from a decade ago. In addition, some of the 2009–10 questionnaire items contained 

limitations or wording problems that required modifications to the questions. Finally, the 2009–10 surveys explored new topics 

that resulted in some of the 1999–2000 being dropped because of space limitations.

Additional Information

Supplemental tables to this report are available at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012014. The tables present 

breakouts by the following school characteristics: school enrollment size; community type; geographic region; percent combined 

enrollment of Black, Hispanic, Asian/Pacific Islander, and American Indian/Alaska Native students; and percent of students 

eligible for free or reduced-price lunch. Where applicable, the tables also present comparisons with the 1999–2000 data.

Information copies of the seven surveys in the 2009–10 study are available in a First Look report that was published to introduce 

the 2009–10 survey data and highlight a few summary statistics on the current status of arts education (Parsad and Spiegelman 

2011). The report can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011078.

Contact Information

For more information about the survey, contact Jared Coopersmith, Early Childhood, International, and Crosscutting Studies 

Division, National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 1990 K Street 

NW, Washington, DC 20006, e-mail: jared.coopersmith@ed.gov; telephone: (202) 219-7106.
Arts Education in Public Elementary and Secondary Schools B-1

Appendix B — Standard Errors for Text Tables and Figures

Table B-1a

Standard errors for the percent of public elementary school music and visual arts specialists who taught the arts subject 

full time, and of those teachers, percent reporting various indicators of teaching load: School year 2009–10

Teaching load indicator Music specialists

Visual arts 

specialists

Percent of specialists who taught the arts subject full time 1.1 1.4

Of the specialists who taught the subject full time, percent reporting that they:

Taught at more than one school 1.7 1.7

Taught on a block schedule 1.2 0.9

Had more than 4 hours of planning time 1.8 1.5

Taught classes outside of regular school hours 1.5 †

Average number reported for:

Hours spent per week teaching classes 0.2 0.1

Classes taught per week 0.4 0.3

Class size 0.4 0.2

†Not applicable.

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; and 

“Survey of Elementary School Visual Arts Specialists,” FRSS 102VA, 2009–10.

Table B-2a

Standard errors for the average class size for classes taught by public elementary school classroom teachers, percent of the 

teachers reporting that they included arts instruction in their classroom program, and of those teachers, percent reporting 

various ways of teaching arts subjects: School year 2009–10

Average class size 0.1

Percent of classroom teachers who:

Included any arts instruction in classroom program 1.4

Taught music as a separate subject 0.9

Taught visual arts as a separate subject 1.6

Taught dance as a separate subject 0.7

Taught drama/theatre as a separate subject 1.1

Incorporated music in other subject areas 1.2

Incorporated visual arts in other subject areas 0.7

Incorporated dance in other subject areas 2.2

Incorporated drama/theatre in other subject areas 1.3

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.
B-2 Arts Education in Public Elementary and Secondary Schools

Appendix B—Standard Errors for Text Tables and Figures

Table B-3a

Standard errors for the percent of public secondary schools reporting arts coursework requirements for graduation and the 

inclusion of grades in arts classes in the calculation of grade point averages: School years 1999–2000 and 2009–10 

Graduation requirements and grade point averages (GPAs) 1999–2000 2009–10

Coursework in arts was a specific requirement for graduation 2.2 1.8

Number of credits required

1 credit 2.2 2.2

2 credits 2.0 1.8

More than 2 credits 1.5 2.0

Grades in arts classes were included in the calculation of students’ GPA 1.4 1.2

Grades received the same weight as grades in other academic subjects 1.0 0.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; 

and “Secondary School Arts Education Survey: Fall 1999,” FRSS 67S, 1999–2000.

Table B-4a

Standard errors for the percent of public secondary school music and visual arts specialists who taught the arts subject full 

time, and of those teachers, percent reporting various indicators of teaching load: School year 2009–10

Teaching load indicator

Music 

specialists

Visual arts 

specialists

Percent of specialists who taught the arts subject full time 1.0 1.2

Of the specialists who taught the subject full time, percent reporting that they:

Taught at more than one school 1.6 1.0

Taught on a block schedule 1.7 1.6

Had more than 4 hours of planning time 1.4 1.7

Taught classes outside of regular school hours 1.4 0.7

Average number reported for:

Hours spent per week teaching classes 0.2 0.3

Classes taught per week 0.2 0.1

Class size 0.6 0.3

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Secondary School Music Specialists,” FRSS 103M, 2009–10; 

and “Survey of Secondary School Visual Arts Specialists,” FRSS 103VA, 2009–10.
Arts Education in Public Elementary and Secondary Schools B-3

Appendix B—Standard Errors for Text Tables and Figures

Table B-5a

Among public elementary schools that offered instruction in music, standard errors for the percent reporting 

selected program characteristics for music, by percent of students eligible for free or reduced-price lunch: 

School years 1999–2000 and 2009–10

School characteristic

Instruction was 

available at least 

once a week

Instruction 

was offered 

throughout the 

entire school year

Dedicated rooms 

with special 

equipment were 

the primary space 

for instruction

Arts specialists 

were employed to 

teach music

Had district 

curriculum guide 

that teachers were 

expected to follow

1999–

2000

2009–

10

1999–

2000

2009–

10

1999–

2000

2009–

10

1999–

2000

2009–

10

1999–

2000

2009–

10

All public elementary schools 1.1 0.8 1.2 0.9 2.1 1.6 1.5 1.0 1.7 1.2

Percent of students eligible for free 

or reduced-price lunch

0 to 25 percent 1.4 1.5 1.9 1.7 3.7 2.9 2.0 0.9 2.4 2.4

26 to 50 percent 2.1 1.2 2.2 1.8 4.2 2.8 2.8 1.6 3.9 2.2

51 to 75 percent 3.9 1.8 4.5 1.3 6.2 2.5 4.9 2.0 5.0 2.4

76 percent or more 5.5 1.9 4.0 2.8 7.2 3.3 5.3 3.1 5.8 2.4

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; 

and “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.

Table B-6a

Standard errors for the percent of public elementary school music specialists reporting that they participated in various 

professional development activities, and of those teachers, percent reporting that participation improved their teaching to 

a moderate or great extent: School years 1999–2000 and 2009–10

Professional development activity

Participated in activity

Participation improved 

teaching to a moderate 

or great extent

1999–2000 2009–10 1999–2000 2009–10

Applied study in performing music 2.8 1.6 3.5 2.7

Applied study in improvising, arranging, or composing music 2.3 1.8 4.5 3.0

Developing knowledge about music (e.g., historical, cultural, analytical) 2.9 1.7 3.8 2.8

Connecting music learning with other subject areas 2.1 1.8 2.8 2.1

Integrating educational technologies into music instruction 2.6 2.0 3.3 2.3

Research on arts and student learning (e.g., arts and cognition) † 2.0 † 2.2

†Not applicable.

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; 

and “Survey of Elementary School Music Specialists,” FRSS 77M, 1999–2000.
B-4 Arts Education in Public Elementary and Secondary Schools

Appendix B—Standard Errors for Text Tables and Figures

Table B-7a

Standard errors for the percent of public elementary school music specialists who taught music full time, and of those 

teachers, percent reporting various indicators of teaching load, by percent of students eligible for free or reduced-price 

lunch: School year 2009–10 

School characteristic

Taught 

music 

full time

Among specialists who taught music 

full time, percent reporting that they:

Among specialists who 

taught music full time, average 

number reported for:

Taught 

at more 

than one 

school

Taught on 

a block 

schedule

Had more 

than 4 

hours of 

planning 

time

Taught 

classes 

outside 

of school 

hours

Hours 

per week 

spent 

teaching 

classes

Classes 

taught 

per week Class size

All public elementary school 

music specialists 1.1 1.7 1.2 1.8 1.5 0.2 0.4 0.4

Percent of students eligible for free 

or reduced-price lunch

0 to 25 percent 2.4 3.6 1.9 3.3 3.2 0.4 0.8 0.9

26 to 50 percent 2.3 3.1 2.5 3.7 2.9 0.4 0.8 0.6

51 to 75 percent 2.3 3.8 2.6 3.4 3.2 0.4 0.8 0.5

76 percent or more 1.7 3.9 1.7 3.5 3.3 0.5 1.0 0.8

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.

Table B-8a

Standard errors for the percent of public elementary school music specialists reporting that they participated in various 

activities that focused on the integration of music with other subjects, by percent of students eligible for free or reducedprice lunch: School year 2009–10

School characteristic

Common 

planning 

period with 

regular 

classroom 

teachers

Consulting 

with classroom 

teachers to 

help them 

integrate music 

into a lesson 

or unit of study 

taught by the 

classroom 

teacher

Consulting 

with other 

teachers to 

integrate 

another 

subject into a 

music lesson 

or unit of 

study taught 

by the music 

specialist

Collaborating 

with other 

teachers on 

designing 

and teaching 

an interdisciplinary 

lesson or unit 

of study that 

includes music

Integrated 

music 

instructional 

program with 

other arts 

subjects

Integrated 

music 

instructional 

program with 

other academic 

subjects

All public elementary 

school music specialists 1.7 2.0 2.1 1.7 1.7 1.6

Percent of students eligible for 

free or reduced-price lunch

0 to 25 percent 2.9 3.5 4.0 3.5 3.9 3.8

26 to 50 percent 2.5 3.4 3.4 2.8 3.3 3.0

51 to 75 percent 2.9 3.8 3.2 3.1 3.6 3.1

76 percent or more 3.5 4.0 3.9 3.7 3.8 4.5

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.
Arts Education in Public Elementary and Secondary Schools B-5

Appendix B—Standard Errors for Text Tables and Figures

Table B-9a

Among public secondary schools that offered music instruction, standard errors for the number of music instructors 

reported by schools and percent that were arts specialists in 2008–09, percent of schools reporting the number of courses 

offered in 2008–09, and percent reporting district curriculum guides and dedicated rooms for instruction in 2009–10, 

by percent of students eligible for free or reduced-price lunch

School characteristic

Number and percent of music 

instructors reported by schools

Percent of secondary schools reporting 

selected characteristics of music program

Number of 

music instructors

Percent of music 

instructors 

who were arts 

specialists

Schools offered 5 

or more courses

Had district 

curriculum guide 

that teachers 

were expected 

to follow

Dedicated rooms 

with special 

equipment were 

the primary 

space for 

instruction

All public secondary schools 1,380 0.5 1.9 1.4 1.0

Percent of students eligible for free 

 or reduced-price lunch

0 to 25 percent 1,200 1.3 2.7 1.9 1.5

26 to 50 percent 1,430 0.7 3.1 2.4 1.8

51 to 75 percent 900 1.0 2.9 2.7 2.2

76 percent or more 710 1.5 4.2 4.5 3.3

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10.

Table B-10a

Standard errors for the percent of public secondary school music specialists reporting that they participated in various 

professional development activities, and of those teachers, percent reporting that participation improved their teaching to 

a moderate or great extent: School year 2009–10

Area of professional development

Received professional 

development

Participation improved 

teaching to a moderate 

or great extent

Applied study in performing music 1.8 2.1

Applied study in improvising, arranging, or composing music 1.5 3.0

Developing knowledge about music (e.g., historical, cultural, analytical) 1.6 2.3

Connecting music learning with other subject areas 1.7 2.2

Integrating educational technologies into music instruction 2.0 2.1

Research on arts and student learning (e.g., arts and cognition) 1.8 2.9

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Secondary School Music Specialists,” FRSS 103M, 2009–10.
B-6 Arts Education in Public Elementary and Secondary Schools

Appendix B—Standard Errors for Text Tables and Figures

Table B-11a

Standard errors for the percent of public secondary school music specialists who taught music full time, and of those 

teachers, percent reporting various indicators of teaching load, by percent of students eligible for free or reduced-price 

lunch: School year 2009–10 

School characteristic

Taught 

music 

full time

Among specialists who taught music 

full time, percent reporting that they:

Among specialists who 

taught music full time, average 

number reported for:

Taught 

at more 

than one 

school

Taught on 

a block 

schedule

Had more 

than 4 

hours of 

planning 

time

Taught 

classes 

outside 

of school 

hours

Hours 

per week 

spent 

teaching 

classes

Classes 

taught 

per week Class size

All public secondary school 

music specialists 1.0 1.6 1.7 1.4 1.4 0.2 0.2 0.6

Percent of students eligible for free 

 or reduced-price lunch

0 to 25 percent 1.3 2.9 2.7 2.9 3.1 0.3 0.4 1.2

26 to 50 percent 1.8 3.2 2.5 2.9 3.1 0.4 0.4 1.0

51 to 75 percent 1.9 4.3 3.7 3.4 3.2 0.4 0.4 1.3

76 percent or more 1.9 4.6 5.5 4.8 5.5 0.6 0.2 0.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Secondary School Music Specialists,” FRSS 103M, 2009–10.

Table B-12a

Standard errors for the percent of public secondary school music specialists reporting that they participated in various 

activities that focused on the integration of music with other subjects, by percent of students eligible for free or reducedprice lunch: School year 2009–10 

School characteristic

Consulting with other 

teachers to help them 

integrate music into a 

lesson or unit of study 

that they teach

Consulting with other 

teachers to incorporate 

units of study from other 

subject areas into the 

music curriculum

Integrated music 

instructional program 

with other arts subjects

Integrated music 

instructional 

program with other 

academic subjects

All public secondary school 

music specialists 1.6 1.6 1.4 1.5

Percent of students eligible for free 

 or reduced-price lunch

0 to 25 percent 3.0 2.6 2.7 2.9

26 to 50 percent 2.7 2.9 2.2 2.3

51 to 75 percent 3.0 3.3 3.5 3.3

76 percent or more 5.7 4.7 4.3 5.4

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Secondary School Music Specialists,” FRSS 103M, 2009–10.
Arts Education in Public Elementary and Secondary Schools B-7

Appendix B—Standard Errors for Text Tables and Figures

Table B-13a

Among public elementary schools that offered instruction in visual arts, standard errors for the percent reporting 

selected program characteristics for visual arts, by percent of students eligible for free or reduced-price lunch: 

School years 1999–2000 and 2009–10 

School characteristic

Instruction was 

available at least 

once a week

Instruction 

was offered 

throughout the 

entire school year

Dedicated rooms 

with special 

equipment were 

the primary space 

for instruction

Arts specialists 

were employed to 

teach visual arts

Had district 

curriculum guide 

that teachers 

were expected 

to follow

1999–

2000

2009–

10

1999–

2000

2009–

10

1999–

2000

2009–

10

1999–

2000

2009–

10

1999–

2000

2009–

10

All public elementary schools 1.9 1.2 1.5 1.5 2.3 1.7 2.0 1.5 2.0 1.5

Percent of students eligible for 

free or reduced-price lunch

0 to 25 percent 2.0 2.1 2.7 2.1 3.5 2.8 2.8 2.4 3.0 2.7

26 to 50 percent 4.1 2.4 3.9 2.3 4.8 3.7 4.1 2.2 3.9 3.0

51 to 75 percent 4.9 3.1 5.0 2.5 5.7 3.4 5.5 3.0 5.2 2.9

76 percent or more 6.4 3.0 5.4 3.3 7.8 3.1 7.7 3.2 7.1 2.7

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; and 

“Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.

Table B-14a

Standard errors for the percent of public elementary school visual arts specialists reporting that they participated in various 

professional development activities, and of those teachers, percent reporting that participation improved their teaching to 

a moderate or great extent: School years 1999–2000 and 2009–10

Professional development activity

Participated in activity

Participation improved 

teaching to a moderate 

or great extent

1999–2000 2009–10 1999–2000 2009–10

Applied study in art studio (e.g., painting, photography) 3.0 1.6 3.4 2.2

Developing knowledge about visual arts (e.g., historical, cultural, analytical) 2.6 2.2 3.4 2.0

Connecting visual arts learning with other subject areas 3.0 2.0 3.2 2.2

Integrating educational technologies into visual arts instruction 3.4 1.9 3.7 2.2

Research on arts and student learning (e.g., arts and cognition) † 2.0 † 2.3

†Not applicable.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Elementary School Visual Arts Specialists,” FRSS 102VA, 2009–10; 

and “Survey of Elementary School Visual Arts Specialists,” FRSS 77VA, 1999–2000.
B-8 Arts Education in Public Elementary and Secondary Schools

Appendix B—Standard Errors for Text Tables and Figures

Table B-15a

Standard errors for the percent of public elementary school visual arts specialists who taught visual arts full time, 

and of those teachers, percent reporting various indicators of teaching load, by percent of students eligible for free 

or reduced-price lunch: School year 2009–10

School characteristic

Taught 

visual arts 

full time

Among specialists who taught visual arts 

full time, percent reporting that they:

Among specialists who taught visual arts 

full time, average number reported for:

Taught 

at more than 

one school

Taught on 

a block 

schedule

Had more 

than 4 hours 

of planning 

time

Hours 

per week 

spent 

teaching 

classes

Classes 

taught 

per week Class size

All public elementary school 

visual arts specialists 1.4 1.7 0.9 1.5 0.1 0.3 0.2

Percent of students eligible for free 

 or reduced-price lunch

0 to 25 percent 2.6 3.5 1.6 3.0 0.3 0.6 0.3

26 to 50 percent 3.1 4.0 1.6 3.1 0.4 0.6 0.4

51 to 75 percent 2.6 3.6 2.3 4.2 0.4 0.7 0.4

76 percent or more 3.1 3.6 2.3 4.4 0.4 0.7 0.3

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Elementary School Visual Arts Specialists,” FRSS 102VA, 2009–10.

Table B-16a

Standard errors for the percent of public elementary school visual arts specialists reporting that they participated in 

various activities that focused on the integration of visual arts with other subjects, by percent of students eligible for free 

or reduced-price lunch: School year 2009–10

School characteristic

Common 

planning 

period with 

regular 

classroom 

teachers

Consulting 

with 

classroom 

teachers to 

help them 

integrate 

visual arts into 

a lesson or 

unit of study 

taught by the 

classroom 

teacher

Consulting 

with other 

teachers to 

integrate 

another 

subject into 

a visual arts 

lesson or 

unit of study 

taught by the 

visual arts 

specialist

Collaborating 

with other 

teachers on 

designing 

and teaching 

an interdisciplinary 

lesson or 

unit of study 

that includes 

visual arts

Integrated 

visual arts 

instructional 

program with 

other arts 

subjects

Integrated 

visual arts 

instructional 

program 

with other 

academic 

subjects

All public elementary school 

visual arts specialists 1.7 1.7 1.5 2.4 1.7 1.6

Percent of students eligible for free 

 or reduced-price lunch

0 to 25 percent 3.1 3.5 3.3 3.2 2.9 3.0

26 to 50 percent 3.4 3.0 3.0 4.0 3.7 3.0

51 to 75 percent 2.8 2.6 3.5 4.1 3.4 3.1

76 percent or more 3.6 3.2 2.6 4.0 3.6 3.8

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Elementary School Visual Arts Specialists,” FRSS 102VA, 2009–10.
Arts Education in Public Elementary and Secondary Schools B-9

Appendix B—Standard Errors for Text Tables and Figures

Table B-17a

Among public secondary schools that offered visual arts instruction, standard errors for the number of visual arts 

instructors reported by schools and percent that were arts specialists in 2008–09, percent of schools reporting the number 

of courses offered in 2008–09, and percent reporting district curriculum guides and dedicated rooms for instruction in 

2009–10, by percent of students eligible for free or reduced-price lunch

School characteristic

Number and percent of visual arts 

instructors reported by schools

Percent of secondary schools reporting selected 

characteristics of visual arts program

Number of visual 

arts instructors

Percent of visual 

arts instructors 

who were 

arts specialists

Schools offered 5 

or more courses

Had district 

curriculum guide 

that teachers were 

expected to follow

Dedicated rooms 

with special 

equipment were 

the primary space 

for instruction

All public secondary schools 1,150 1.1 1.7 1.5 1.1

Percent of students eligible for 

free or reduced-price lunch

0 to 25 percent 1,040 2.4 3.7 2.0 1.5

26 to 50 percent 920 1.0 2.7 2.4 1.6

51 to 75 percent 650 1.9 3.2 3.2 2.1

76 percent or more 480 2.5 3.7 4.2 3.7

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10.

Table B-18a

Standard errors for the percent of public secondary school visual arts specialists reporting that they participated in various 

professional development activities, and of those teachers, percent reporting that participation improved their teaching 

to a moderate or great extent: School year 2009–10 

Area of professional development 

Received professional 

development

Participation improved 

teaching to a moderate 

or great extent

Applied study in art studio (e.g., painting, photography) 1.8 1.8

Developing knowledge about visual arts (e.g., historical, cultural, analytical) 1.7 2.0

Connecting visual arts learning with other subject areas 1.6 2.3

Integrating educational technologies into visual arts instruction 1.6 2.0

Research on arts and student learning (e.g., arts and cognition) 1.5 2.6

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.
B-10 Arts Education in Public Elementary and Secondary Schools

Appendix B—Standard Errors for Text Tables and Figures

Table B-19a

Standard errors for the percent of public secondary school visual arts specialists who taught visual arts full time, 

and of those teachers, percent reporting various indicators of teaching load, by percent of students eligible for free 

or reduced-price lunch: School year 2009–10

School characteristic

Taught 

visual 

arts 

full time

Among specialists who taught visual arts full time, 

percent reporting that they:

Among specialists who taught 

visual arts full time, average number 

reported for:

Taught 

at more 

than one 

school

Taught on 

a block 

schedule

Had more 

than 4 

hours of 

planning 

time

Taught 

classes 

outside 

of school 

hours

Hours 

per week 

spent 

teaching 

classes

Classes 

taught 

per week Class size

All public secondary school 

visual arts specialists 1.2 1.0 1.6 1.7 0.7 0.3 0.1 0.3

Percent of students eligible for free 

 or reduced-price lunch

0 to 25 percent 2.0 2.1 3.4 2.6 1.2 0.6 0.3 0.4

26 to 50 percent 2.1 1.7 2.3 3.3 † 0.3 0.2 0.5

51 to 75 percent 2.8 2.5 3.7 3.7 1.7 0.4 0.3 0.7

76 percent or more 2.5 2.9 4.7 4.0 2.4 0.5 0.4 0.6

†Not applicable.

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.

Table B-20a

Standard errors for the percent of public secondary school visual arts specialists reporting that they participated in various 

activities that focused on the integration of visual arts with other subjects, by percent of students eligible for free or 

reduced-price lunch: School year 2009–10

School characteristic

Consulting with other 

teachers 

to help them integrate 

visual arts into a lesson 

or unit of study 

that they teach

Consulting with other 

teachers to incorporate 

units of study from other 

subject areas 

into the visual arts 

curriculum

Integrated visual arts 

instructional program 

with other arts subjects

Integrated visual 

arts instructional 

program with other 

academic subjects

All public secondary school 

visual arts specialists 1.6 1.4 1.3 1.5

Percent of students eligible for free 

 or reduced-price lunch

0 to 25 percent 3.3 2.9 2.3 3.2

26 to 50 percent 2.6 2.6 2.9 3.1

51 to 75 percent 2.7 2.8 4.0 4.5

76 percent or more 4.9 5.7 5.9 5.6

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.
Arts Education in Public Elementary and Secondary Schools B-11

Appendix B—Standard Errors for Text Tables and Figures

Table B-21a

Standard errors for the percent of public elementary schools reporting instruction designated specifically for dance, 

and percent reporting the incorporation of dance into other subject or curriculum areas, by percent of students eligible 

for free or reduced-price lunch: School years 1999–2000 and 2009–10 

School characteristic

Offered instruction 

specifically for dance

Dance was taught as 

part of the physical 

education program

Dance was taught 

as part of the music 

curriculum 

Dance activities and 

instruction were 

integrated into other 

curriculum areas

1999–

2000 2009–10

1999–

2000 2009–10

1999–

2000 2009–10

1999–

2000 2009–10

All public elementary schools 1.5 0.7 2.2 1.8 2.2 1.5 1.9 1.7

Percent of students eligible for free 

 or reduced-price lunch

0 to 25 percent 2.4 1.0 4.0 3.8 3.9 2.8 2.5 3.1

26 to 50 percent 2.7 † 4.4 3.5 4.3 3.2 3.5 2.9

51 to 75 percent 6.7 1.2 5.2 3.2 5.1 3.0 5.7 3.0

76 percent or more 4.6 1.2 7.3 3.4 7.3 3.3 7.3 3.1

†Not applicable.

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; 

and “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.

Table B-22a

Among public secondary schools that offered dance instruction, standard errors for the number of dance instructors 

reported by schools and percent that were arts specialists in 2008–09, percentage distribution of schools reporting the 

number of courses offered in 2008–09, and percentage distribution reporting the primary space used and curriculum 

guides for instruction in 2009–10

Number of dance instructors on the 2008–09 staff 450

Percent of dance instructors who were:

Arts specialists 4.0

Full-time arts specialists 3.4

Part-time arts specialists 2.5

All other dance instructors 4.0

Percent of schools offering: 

1 or 2 courses 3.6

3 or 4 courses 3.7

5 or more courses 2.7

Primary space used for instruction: 

Dedicated rooms with special equipment 4.1

Dedicated rooms with no special equipment 2.9

Gymnasium, auditorium, or cafeteria 3.4

Other space 1.2

Had district curriculum guide that teachers were expected to follow:

Yes 4.1

No 4.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10.
B-12 Arts Education in Public Elementary and Secondary Schools

Appendix B—Standard Errors for Text Tables and Figures

Table B-23a

Standard errors for the percent of public elementary schools reporting instruction designated specifically for drama/

theatre, and percent reporting the incorporation of drama/theatre into other subject or curriculum areas, by percent of 

students eligible for free or reduced-price lunch: School years 1999–2000 and 2009–10

School characteristic

Offered instruction specifically 

for drama/theatre

Drama/theatre was taught as 

part of the English/language 

arts curriculum

Drama/theatre activities and 

instruction were integrated into 

other curriculum areas

1999–2000 2009–10 1999–2000 2009–10 1999–2000 2009–10

All public elementary schools 1.7 0.5 2.2 1.7 2.6 1.5

Percent of students eligible for free 

 or reduced-price lunch

0 to 25 percent 2.6 1.2 3.9 3.0 4.6 3.5

26 to 50 percent 3.3 1.2 3.9 3.6 4.4 4.1

51 to 75 percent 6.5 1.0 5.2 3.0 6.6 2.5

76 percent or more 5.7 1.4 5.9 2.7 8.0 3.1

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; 

and “Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000.

Table B-24a

Among public secondary schools that offered drama/theatre instruction, standard errors for the number of drama/theatre 

instructors reported by schools and percent that were arts specialists in 2008–09, percentage distribution of schools 

reporting the number of courses offered in 2008–09, and percentage distribution reporting the primary space used and 

curriculum guides for instruction in 2009–10

Number of drama/theatre instructors on the 2008–09 staff 930

Percent of drama/theatre instructors who were:

Arts specialists 3.0

 Full-time arts specialists 2.8

 Part-time arts specialists 1.4

All other drama/theatre instructors 3.0

Percent of schools offering: 

1 or 2 courses 1.9

3 or 4 courses 1.6

5 or more courses 1.4

Primary space used for instruction: 

Dedicated rooms with special equipment 2.3

Dedicated rooms with no special equipment 2.2

Gymnasium, auditorium, or cafeteria 2.1

Other space 0.9

Had district curriculum guide that teachers were expected to follow: 

Yes 2.1

No 2.1

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10.
Arts Education in Public Elementary and Secondary Schools B-13

Appendix B—Standard Errors for Text Tables and Figures

Table B-25a

Estimates and standard errors for figures in Arts at a Glance

Figure Estimate Standard error

Elementary Schools and Teachers

Figure 1: Percent of public elementary schools reporting instruction designated specifically for 

various arts subjects and percent incorporating dance and drama/theatre into other subject 

or curriculum areas: School years 1999–2000 and 2009–10 

1999–2000 survey data

Offered music 94 1.0

Offered visual arts 87 1.4

Offered dance 20 1.5

Offered drama/theatre 20 1.7

Dance was incorporated into other subject/curriculum areas 66 1.9

Drama/theatre was incorporated into other subject/curriculum areas 50 2.8

2009–10 survey data

Offered music 94 0.9

Offered visual arts 83 1.3

Offered dance 3 0.7

Offered drama/theatre 4 0.5

Dance was incorporated into other subject/curriculum areas 61 1.7

Drama/theatre was incorporated into other subject/curriculum areas 53 1.6

Figure 2: Among public elementary schools that offered instruction in various arts subjects, 

percent reporting the availability of arts specialists, the frequency of arts instruction, and the 

availability of district curriculum guides for arts subject areas: School year 2009–10

Music specialist was available to provide instruction 91 1.0

Visual arts specialist was available to provide instruction 84 1.5

Dance specialist was available to provide instruction 57 8.0

Drama/theatre specialist was available to provide instruction 42 9.9

Music instruction was offered at least once a week 93 0.8

Visual arts instruction was offered at least once a week 85 1.3

Dance instruction was offered at least once a week 53 7.7

Drama/theatre instruction was offered at least once a week 58 9.8

Had district curriculum guide that music teachers were expected to follow 86 1.2

Had district curriculum guide that visual arts teachers were expected to follow 83 1.5

Had district curriculum guide that dance teachers were expected to follow 49 11.1

Had district curriculum guide that drama/theatre teachers were expected to follow 46 7.3

See notes at end of table.
B-14 Arts Education in Public Elementary and Secondary Schools

Appendix B—Standard Errors for Text Tables and Figures

Table B-25a

Estimates and standard errors for figures in Arts at a Glance—Continued

Figure Estimate Standard error

Figure 3: Percent of public elementary schools reporting that they provided or sponsored 

curriculum-guided activities in the arts outside of regular school hours in 2009–10 

and percent reporting partnerships or collaborations with other artists or entities in 2008–09

School performances or presentations in the arts 75 1.5

Arts-related field trips 61 1.9

Choir/band/marching band practice 46 1.9

Individual or small group music lessons 39 1.5

Dance 12 0.9

Cultural or community organizations 42 1.7

Individual artists and craftspeople 31 1.4

Museums or galleries 29 1.6

Performing arts centers 26 1.4

Colleges and universities 18 1.4

Community school of the arts 7 0.9

Secondary Schools and Teachers

Figure 4: Percent of public secondary schools reporting whether various arts subjects were taught 

 at the school: School years 1999–2000 and 2008–09 

1999–2000 survey data

Offered music 90 1.3

Offered visual arts 93 1.2

Offered dance 14 1.1

Offered drama/theatre 48 2.1

2009–10 survey data

Offered music 91 1.1

Offered visual arts 89 1.2

Offered dance 12 0.8

Offered drama/theatre 45 1.7

Figure 5: Among public secondary schools that offered instruction in various arts subjects,

 percent offering five or more different courses in 2008–09 and percent reporting district 

 curriculum guides and dedicated rooms for instruction in 2009–10, by arts subject:

Offered more than 5 music courses 46 1.9

Offered more than 5 visual arts courses 40 1.7

Offered more than 5 dance courses 13 2.7

Offered more than 5 drama/theatre courses 11 1.4

Had district curriculum guide that music teachers were expected to follow 81 1.4

Had district curriculum guide that visual arts teachers were expected to follow 83 1.5

Had district curriculum guide that dance teachers were expected to follow 66 4.1

Had district curriculum guide that drama/theatre teachers were expected to follow 72 2.1

Dedicated rooms with special equipment were the primary space for music instruction 91 1.0

Dedicated rooms with special equipment were the primary space for visual arts instruction 92 1.1

Dedicated rooms with special equipment were the primary space for dance instruction 45 4.1

Dedicated rooms with special equipment were the primary space for drama/theatre instruction 52 2.3

See notes at end of table.
Arts Education in Public Elementary and Secondary Schools B-15

Appendix B—Standard Errors for Text Tables and Figures

Table B-25a

Estimates and standard errors for figures in Arts at a Glance—Continued

Figure Estimate Standard error

Secondary Schools and Teachers (Continued)

Figure 6: Among public secondary schools that offered instruction in various arts subjects, 

 number and percentage distribution of teachers on staff reported as arts instructors who taught 

 various arts subjects, by teaching status: School year 2008–09

Number of music instructors reported by school 65,800 1,380

Full-time music specialists 81 1.0

Part-time music specialists 15 0.9

Other music instructors 3 0.5

Number of visual arts instructors reported by school 49,700 1,150

Full-time visual arts specialists 86 1.4

Part-time visual arts specialists 8 0.7

Other visual arts instructors 6 1.1

Number of dance instructors reported by school 5,600 450

Full-time dance specialists 56 3.4

Part-time dance specialists 13 2.5

Other dance instructors 31 4.0

Number of drama/theatre instructors reported by school 18,000 930

Full-time drama/theatre specialists 64 2.8

Part-time drama/theatre specialists 9 1.4

Other drama/theatre instructors 27 3.0

Figure 7: Percent of public secondary schools reporting that they provided or sponsored 

 curriculum-guided instructional activities in the arts outside of regular school hours in 

 2009–10 and percent reporting partnerships or collaborations with other artists or entities 

 in 2008–09

School performances or presentations in the arts 87 1.2

Arts-related field trips 78 1.5

Choir/band/marching band practice 76 1.5

Individual or small group music lessons 57 1.8

Dance 26 1.4

Cultural or community organizations 44 2.0

Individual artists and craftspeople 37 1.7

Colleges and universities 36 1.4

Museums or galleries 31 1.7

Performing arts centers 28 1.6

Community school of the arts 7 0.8

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; 

“Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000; “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; and “Secondary School Arts Education 

Survey: Fall 1999,” FRSS 67S, 1999–2000.
B-16 Arts Education in Public Elementary and Secondary Schools

Appendix B—Standard Errors for Text Tables and Figures

Table B-26a

Estimates and standard errors for figures in A Closer Look at Music Education

Figure Estimate Standard error

Elementary Schools and Teachers

Figure 8: Percent of public elementary schools offering instruction designated specifically for 

 music, by percent of students eligible for free or reduced-price lunch: School years 1999–2000 

 and 2009–10

1999–2000 survey data

All public elementary schools 94 1.0

Free or reduced-price lunch: 0–25 percent 95 1.4

Free or reduced-price lunch: 26–50 percent 96 1.5

Free or reduced-price lunch: 51–75 percent 93 2.7

Free or reduced-price lunch: 76 percent or more 85 5.0

2009–10 survey data

All public elementary schools 94 0.9

Free or reduced-price lunch: 0–25 percent 97 1.3

Free or reduced-price lunch: 26–50 percent 97 1.2

Free or reduced-price lunch: 51–75 percent 94 1.8

Free or reduced-price lunch: 76 percent or more 89 2.0

Figure 9: Percent of public elementary schools reporting that the school or district offered music 

 professional development programs for teachers: School year 2009–10

Any professional development program 61 1.6

Off-site seminars or conferences 47 1.6

Workshops with professional artists or arts groups 34 1.6

In-school seminars or conferences 25 1.5

Figure 10: Among public elementary school music specialists who used any formal assessment 

 to determine student progress and achievement in the arts, percent reporting that they used 

 various types of assessment to a moderate or great extent: School years 1999–2000 and 2009–10 

1999–2000 survey data

Observation 98 1.8

Performance tasks or projects 85 1.8

Developed rubrics 21 1.6

Selected-response assessments 45 1.6

Assessments requiring short written answers or essays 20 1.2

Portfolio collection of student work 15 1.1

2009–10 survey data

Observation 99 0.4

Performance tasks or projects 90 1.0

Developed rubrics 46 1.8

Selected-response assessments 38 1.5

Assessments requiring short written answers or essays 19 1.3

Portfolio collection of student work 14 1.1

See notes at end of table.
Arts Education in Public Elementary and Secondary Schools B-17

Appendix B—Standard Errors for Text Tables and Figures

Table B-26a

Estimates and standard errors for figures in A Closer Look at Music Education—Continued

Figure Estimate Standard error

Secondary Schools and Teachers

Figure 11: Percent of public secondary schools reporting instruction in music, by percent of students 

 eligible for free or reduced-price lunch: School years 1999–2000 and 2008–09

1999–2000 survey data 

All public secondary schools 90 1.3

Free or reduced-price lunch: 0–25 percent 90 1.9

Free or reduced-price lunch: 26–50 percent 91 2.3

Free or reduced-price lunch: 51–75 percent 85 5.9

Free or reduced-price lunch: 76 percent or more 100 †

2009–10 survey data 

All public secondary schools 91 1.1

Free or reduced-price lunch: 0–25 percent 96 1.8

Free or reduced-price lunch: 26–50 percent 95 1.4

Free or reduced-price lunch: 51–75 percent 86 2.7

Free or reduced-price lunch: 76 percent or more 81 4.6

Figure 12: Percent of public secondary schools reporting that the school or district offered music 

 professional development programs for teachers: School year 2009–10

Any professional development program 69 1.4

Off-site seminars or conferences 59 1.4

Workshops with professional artists or arts groups 41 1.4

In-school seminars or conferences 27 1.6

Figure 13: Among public secondary school music specialists who used any formal assessment to 

 determine student progress and achievement in the arts, percent reporting that they used 

 various types of assessment to a moderate or great extent: School year 2009–10

Observation 97 0.5

Performance tasks or projects 94 0.8

Developed rubrics 57 1.6

Selected-response assessments 38 1.6

Assessments requiring short written answers or essays 36 1.6

Portfolio collection of student work 19 1.4

†Not applicable.

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; 

“Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000; “Survey of Elementary School Music Specialists,” FRSS 102M, 2009–10; “Survey of Elementary School Music 

Specialists,” FRSS 77M, 1999–2000; “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; “Secondary School Arts Education Survey: Fall 1999,” FRSS 67S, 1999–2000; 

and “Survey of Secondary School Music Specialists,” FRSS 103M, 2009–10.
B-18 Arts Education in Public Elementary and Secondary Schools

Appendix B—Standard Errors for Text Tables and Figures

Table B-27a

Estimates and standard errors for figures in A Closer Look at Visual Arts Education

Figure Estimate Standard error

Elementary Schools and Teachers

Figure 14: Percent of public elementary schools offering instruction designated specifically for 

 visual arts, by percent of students eligible for free or reduced-price lunch: School years 

 1999–2000 and 2009–10 

1999–2000 survey data 

All public elementary schools 87 1.4

Free or reduced-price lunch: 0–25 percent 93 2.2

Free or reduced-price lunch: 26–50 percent 85 2.6

Free or reduced-price lunch: 51–75 percent 90 3.0

Free or reduced-price lunch: 76 percent or more 74 6.2

2009–10 survey data 

All public elementary schools 83 1.3

Free or reduced-price lunch: 0–25 percent 92 1.6

Free or reduced-price lunch: 26–50 percent 85 2.8

Free or reduced-price lunch: 51–75 percent 78 2.9

Free or reduced-price lunch: 76 percent or more 80 2.9

Figure 15: Percent of public elementary schools reporting that the school or district offered 

 visual arts professional development activities for teachers: School year 2009–10

Any professional development program 59 1.7

Off-site seminars or conferences 43 1.6

Workshops with professional artists or arts groups 33 1.6

In-school seminars or conferences 23 1.6

Figure 16: Among public elementary school visual arts specialists who used any formal assessment 

 to determine student progress and achievement in the arts, percent reporting that they used 

 various types of assessment to a moderate or great extent: School years 1999–2000 and 2009–10 

1999–2000 survey data

Observation 99 1.9

Performance tasks or projects 91 1.4

Portfolio collection of student work 59 1.3

Developed rubrics 39 1.2

Assessments requiring short written answers or essays 22 1.8

Selected-response assessments 17 1.5

2009–10 survey data

Observation 98 0.5

Performance tasks or projects 92 1.1

Portfolio collection of student work 56 2.0

Developed rubrics 55 1.8

Assessments requiring short written answers or essays 22 1.4

Selected-response assessments 19 1.2

See notes at end of table.
Arts Education in Public Elementary and Secondary Schools B-19

Appendix B—Standard Errors for Text Tables and Figures

Table B-27a

Estimates and standard errors for figures in A Closer Look at Visual Arts Education—Continued

Figure Estimate Standard error

Secondary Schools and Teachers

Figure 17: Percent of public secondary schools offering instruction in visual arts, by percent of 

 students eligible for free or reduced-price lunch: School years 1999–2000 and 2008–09 

1999–2000 survey data 

All public secondary schools 93 1.2

Free or reduced-price lunch: 0–25 percent 96 1.5

Free or reduced-price lunch: 26–50 percent 87 3.4

Free or reduced-price lunch: 51–75 percent 86 5.3

Free or reduced-price lunch: 76 percent or more 93 7.5

2009–10 survey data 

All public secondary schools 89 1.2

Free or reduced-price lunch: 0–25 percent 95 1.4

Free or reduced-price lunch: 26–50 percent 91 1.6

Free or reduced-price lunch: 51–75 percent 85 2.6

Free or reduced-price lunch: 76 percent or more 80 5.2

Figure 18: Percent of public secondary schools reporting that the school or district offered 

 visual arts professional development activities for teachers: School year 2009–10

Any professional development program 64 1.8

Off-site seminars or conferences 54 1.7

Workshops with professional artists or arts groups 35 1.4

In-school seminars or conferences 23 1.4

Figure 19: Among public secondary school visual arts specialists who used any formal assessment 

 to determine student progress and achievement in the arts, percent reporting that they used 

 various types of assessment to a moderate or great extent: School year 2009–10

Performance tasks or projects 98 0.4

Observation 96 0.6

Developed rubrics 85 1.2

Portfolio collection of student work 76 1.3

Assessments requiring short written answers or essays 54 1.5

Selected-response assessments 31 1.4

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; 

“Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000; “Survey of Elementary School Visual Arts Specialists,” FRSS 102VA, 2009–10; “Survey of Elementary School 

Visual Arts Specialists,” FRSS 77VA, 1999–2000; “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; “Secondary School Arts Education Survey: Fall 1999,” FRSS 67S, 

1999–2000; and “Survey of Secondary School Visual Arts Specialists,” FRSS 103VA, 2009–10. 
B-20 Arts Education in Public Elementary and Secondary Schools

Appendix B—Standard Errors for Text Tables and Figures

Table B-28a

Estimates and standard errors for figures in A Closer Look at Dance Education

Figure Estimate Standard error

Elementary Schools 

Figure 20: Among public elementary schools that offered instruction in dance, percent reporting 

 selected program characteristics for that subject: School years 1999–2000 and 2009–10

1999–2000 survey data

Instruction was offered at least once a week 23 3.8

Instruction was offered the entire school year 37 4.8

Dedicated rooms with special equipment were the primary space for instruction 14 2.9

Arts specialists were employed to teach dance 38 5.3

Had district curriculum guide that teachers were expected to follow 49 4.7

2009–10 survey data

Instruction was offered at least once a week 53 7.7

Instruction was offered the entire school year 48 9.3

Dedicated rooms with special equipment were the primary space for instruction 24 7.1

Arts specialists were employed to teach dance 57 8.0

Had district curriculum guide that teachers were expected to follow 49 11.1

Figure 21: Percent of public elementary schools reporting that the school or district offered dance 

 professional development programs for teachers: School year 2009–10

Any professional development program 15 1.2

Off-site seminars or conferences 10 1.0

Workshops with professional artists or arts groups 9 0.9

In-school seminars or conferences 5 0.6

Secondary Schools 

Figure 22: Percent of public secondary schools offering instruction in dance, by percent of 

 students eligible for free or reduced-price lunch: School years 1999–2000 and 2008–09

1999–2000 survey data 

All public secondary schools 14 1.1

Free or reduced-price lunch: 0–25 percent 15 2.0

Free or reduced-price lunch: 26–50 percent 13 2.5

Free or reduced-price lunch: 51–75 percent 12 3.4

Free or reduced-price lunch: 76 percent or more ‡ †

2009–10 survey data 

All public secondary schools 12 0.8

Free or reduced-price lunch: 0–25 percent 14 1.5

Free or reduced-price lunch: 26–50 percent 13 1.7

Free or reduced-price lunch: 51–75 percent 10 1.5

Free or reduced-price lunch: 76 percent or more 13 3.1

Figure 23: Percent of public secondary schools reporting that the school or district offered dance 

 professional development programs for teachers: School year 2009–10

Any professional development program 14 1.2

Off-site seminars or conferences 10 1.0

Workshops with professional artists or arts groups 7 0.8

In-school seminars or conferences 6 0.9

†Not applicable.

‡Reporting standards not met.

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; 

“Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000; “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; 

and “Secondary School Arts Education Survey: Fall 1999,” FRSS 67S, 1999–2000.
Arts Education in Public Elementary and Secondary Schools B-21

Appendix B—Standard Errors for Text Tables and Figures

Table B-29a

Estimates and standard errors for figures in A Closer Look at Drama/Theatre Education 

Figure Estimate Standard error

Elementary Schools 

Figure 24: Among public elementary schools that offered drama/theatre instruction, percent reporting selected program characteristics for that 

subject: School years 1999–2000 and 2009–10 

1999–2000 survey data

Instruction was offered at least once a week 21 3.6

Instruction was offered the entire school year 35 5.3

Dedicated rooms with special equipment were the primary space for instruction 12 2.9

Arts specialists were employed to teach drama/theatre 24 3.9

Had district curriculum guide that teachers were expected to follow 36 4.8

2009–10 survey data

Instruction was offered at least once a week 58 9.8

Instruction was offered the entire school year 46 9.8

Dedicated rooms with special equipment were the primary space for instruction 34 8.1

Arts specialists were employed to teach drama/theatre 42 9.9

Had district curriculum guide that teachers were expected to follow 46 7.3

Figure 25: Percent of public elementary schools reporting that the school or district offered 

 drama/theatre professional development programs for teachers: School year 2009–10

Any professional development program 17 1.3

Workshops with professional artists or arts groups 10 0.9

Off-site seminars or conferences 10 0.9

In-school seminars or conferences 5 0.7

Secondary Schools

Figure 26: Percent of public secondary schools offering instruction in drama/theatre, by percent

 of students eligible for free or reduced-price lunch: School years 1999–2000 and 2008–09

1999–2000 survey data 

All public secondary schools 48 2.1

Free or reduced-price lunch: 0–25 percent 54 2.9

Free or reduced-price lunch: 26–50 percent 47 4.1

Free or reduced-price lunch: 51–75 percent 40 6.7

Free or reduced-price lunch: 76 percent or more ‡ †

2009–10 survey data 

All public secondary schools 45 1.7

Free or reduced-price lunch: 0–25 percent 56 3.0

Free or reduced-price lunch: 26–50 percent 41 2.3

Free or reduced-price lunch: 51–75 percent 47 3.8

Free or reduced-price lunch: 76 percent or more 28 3.7

Figure 27: Percent of public secondary schools reporting that the school or district offered 

 drama/theatre professional development programs for teachers: School year 2009–10

Any professional development program 32 1.6

Off-site seminars or conferences 26 1.5

Workshops with professional artists or arts groups 18 1.3

In-school seminars or conferences 12 1.1

†Not applicable.

‡Reporting standards not met.

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; 

“Elementary School Arts Education Survey: Fall 1999,” FRSS 67E, 1999–2000; “Secondary School Arts Education Survey: Fall 2009,” FRSS 101, 2009–10; and “Secondary School Arts Education 

Survey: Fall 1999,” FRSS 67S, 1999–2000.