Appendix B - Tables of Standard Errors

• Table B-1: Standard errors of the percent of public elementary schools offering instruction in various arts subjects, by school characteristics: Academic year 1999-2000

• Table B-2: Standard errors of the percentage distribution of public elementary schools offering music instruction indicating how frequently a typical student received instruction designated specifically for music, and average number of minutes per class period, by school characteristics: Academic year 1999-2000

• Table B-3: Standard errors of the percentage distribution of public elementary schools offering music instruction, according to the total number of hours that a typical student received instruction during the school year, and average hours per school year, by school characteristics: Academic year 1999-2000

• Table B-4: Standard errors of the percent of public elementary schools offering music instruction, according to the position of the person(s) who provided the instruction, by school characteristics: Academic year 1999-2000

• Table B-5: Standard errors of the percentage distribution of public elementary schools offering music instruction, according to the space used for teaching the subject, by school characteristics: Academic year 1999-2000

• Table B-6: Standard errors of the percent of public elementary schools offering music instruction, according to the availability of a district curriculum guide in music, by school characteristics: Academic year 1999-2000

• Table B-7: Standard errors of the percent of public elementary schools reporting various kinds of music instruction, by the earliest grade at which the instruction was offered and the percent of students enrolled: Academic year 1998-99

• Table B-8: Standard errors of the percentage distribution of public elementary schools offering visual arts instruction indicating how frequently a typical student received instruction designated specifically for visual arts, and average number of minutes per class period, by school characteristics: Academic year 1999-2000

• Table B-9: Standard errors of the percentage distribution of public elementary schools offering visual arts instruction, according to the total number of hours that a typical student received instruction during the school year, and average hours per school year, by school characteristics: Academic year 1999-2000

• Table B-10: Standard errors of the percent of public elementary schools offering visual arts instruction, according to the position of the person(s) who provided the instruction, by school characteristics: Academic year 1999-2000

• Table B-11: Standard errors of the percentage distribution of public elementary schools offering visual arts instruction, according to the space used for teaching the subject, by school characteristics: Academic year 1999-2000

• Table B-12: Standard errors of the percent of public elementary schools offering visual arts instruction, according to the availability of a district curriculum guide in visual arts, by school characteristics: Academic year 1999-2000

• Table B-13: Standard errors of the percent of public elementary schools offering instruction in dance and drama/theatre, by various program characteristics: Academic year 1999-2000

• Table B-14: Standard errors of the percent of public elementary schools that sponsored various supplemental arts education programs, by school characteristics: Academic year 1998-99

• Table B-15: Standard errors of the percent of public elementary schools that used various funding sources for supplemental arts education programs: Academic year 1998-99

• Table B-16: Standard errors of the percent of public elementary schools in which arts education was included in the mission statement or school improvement plan, or that were engaged in some reform initiative involving the arts, by school characteristics: Academic year 1999-2000

• Table B-17: Standard errors of the percent of public elementary schools indicating that arts specialists have input in selected management issues related to arts instruction, by school characteristics: Academic year 1999-2000

• Table B-18: Standard errors of the percent of public elementary schools indicating various ways that arts programs and instruction are assessed, and the presence of a district-level arts coordinator, by school characteristics: Academic year 1999-2000

• Table B-19: Standard errors of the percent of public elementary school respondents indicating the extent to which they believe individuals at the school and parents consider the arts an essential part of a high-quality education, by school characteristics: Academic year 1999-2000

• Table B-20: Standard errors of the percent of public secondary schools offering instruction in various arts subjects, by school characteristics: Academic year 1999-2000

• Table B-21: Standard errors of the percentage distribution of public secondary schools offering music instruction, according to the number of different music courses taught, by school characteristics: Academic year 1998-99

• Table B-22: Standard errors of the percent of public secondary schools offering music instruction and reporting two or more full-time teachers on staff who taught music courses, by school characteristics: Academic year 1998-99

• Table B-23: Standard errors of the percentage distribution of public secondary schools offering music instruction, according to the space used for teaching the subject, by school characteristics: Academic year 1999-2000

• Table B-24: Standard errors of the percent of public secondary schools offering music instruction and receiving funds from non-district sources to fund the music program, by school characteristics: Academic year 1999-2000

• Table B-25: Standard errors of the percentage distribution of public secondary schools offering visual arts instruction, according to the number of different visual arts courses taught, by school characteristics: Academic year 1998-99

• Table B-26: Standard errors of the percent of public secondary schools offering visual arts instruction and reporting two or more full-time teachers on staff who taught visual arts courses, by school characteristics: Academic year 1998-99

• Table B-27: Standard errors of the percentage distribution of public secondary schools offering visual arts instruction, according to the space used for teaching the subject, by school characteristics: Academic year 1999-2000

• Table B-28: Standard errors of the percent and percentage distribution of public secondary schools offering dance and drama/theatre instruction, by various program characteristics: Academic year 1999-2000

• Table B-29: Standard errors of the percent of public secondary schools that sponsored various supplemental arts education programs, by school characteristics: Academic year 1998-99

• Table B-30: Standard errors of the percent of public secondary schools that used various funding sources for supplemental arts education programs: Academic year 1998-99

• Table B-31: Standard errors of the percent of public secondary schools in which arts education was included in the mission statement or school improvement plan, or that were engaged in some reform initiative involving the arts, by school characteristics: Academic year 1999-2000

• Table B-32: Standard errors of the percent of public secondary schools indicating that arts specialists have input in selected management issues related to arts instruction, by school characteristics: Academic year 1999-2000

• Table B-33: Standard errors of the percent of public secondary schools indicating various ways that arts programs and instruction are assessed, and the presence of a district-level arts coordinator, by school characteristics: Academic year 1999-2000

• Table B-34 Standard error of the percent of public secondary school respondents indicating the extent to which they believe individuals at the school and parents consider the arts an essential part of a high-quality education, by school characteristics: Academic year 1999-2000

• Table B-35: Standard errors of the number and percent of music specialists, visual arts specialists, and classroom teachers in public elementary schools, by teaching status: Academic year 1999-2000

• Table B-36: Standard errors of the percentage distribution of public elementary school music specialists, visual arts specialists, and classroom teachers indicating their number of years of teaching experience, both overall and in-field: Academic year 1999-2000

• Table B-37: Standard errors of the percentage distribution of public elementary school music specialists, visual arts specialists, and classroom teachers indicating the number of years they plan to continue teaching: Academic year 1999-2000

• Table B-38: Standard errors of the percent of public elementary school music specialists, visual arts specialists, and classroom teachers, by degree held: Academic year 1999-2000

• Table B-39: Standard errors of the percent of public elementary school music and visual arts specialists with a degree in-field and who majored in various fields of study for a bachelor's or master's degree: Academic year 1999-2000

• Table B-40: Standard errors of the percent of public elementary school music specialists, visual arts specialists, and classroom teachers, by the types of teaching certificates held: Academic year 1999-2000

• Table B-41: Standard errors of the percent of public elementary school music specialists, visual arts specialists, and classroom teachers indicating the number of hours spent in various professional development activities in the last 12 months, by content area: Academic year 1999-2000

• Table B-42: Standard errors of the percentage distribution of public elementary school music and visual arts specialists, by the number of schools at which they teach: Academic year 1999-2000

• Table B-43: Standard errors of the means for various indicators of teaching load for public elementary school music and visual arts specialists: Academic year 1999-2000

• Table B-44: Standard errors of the percentage distribution of public elementary school music and visual arts specialists indicating how adequate are various aspects of their schools' arts programs in support of their instruction: Academic year 1999-2000

• Table B-45: Standard errors of the percentage distribution of public elementary school music and visual arts specialists reporting frequency of participation in various collaborative activities related to arts instruction within the last 12 months: Academic year 1999-2000

• Table B-46: Standard errors of the percentage distribution of public elementary school music specialists, visual arts specialists, and classroom teachers reporting frequency of participation in various collaborative activities related to teaching within the last 12 months: Academic year 1999-2000

• Table B-47: Standard errors of the percentage distribution of public elementary school music and visual arts specialists indicating the degree to which they agree with various statements about how instruction in music and visual arts is valued at their schools: Academic year 1999-2000

• Table B-48: Standard errors of the percent of public elementary school music specialists, visual arts specialists, and classroom teachers reporting various characteristics of the arts curriculum that is taught at their schools: Academic year 1999-2000

• Table B-49: Standard errors of the percentage distribution of public elementary school classroom teachers, according to the extent to which they included the arts in their instruction, by type of activity: Academic year 1999-2000

• Table B-50: Standard errors of the percentage distribution of public elementary school music specialists reporting the degree to which they emphasize various goals or objectives of student learning: Academic year 1999-2000

• Table B-51: Standard errors of the percentage distribution of public elementary school visual arts specialists reporting the degree to which they emphasize various goals or objectives of student learning: Academic year 1999-2000

• Table B-52: Standard errors of the percentage distributions of public elementary school music specialists, visual arts specialists, and classroom teachers reporting the extent to which they use various types of assessments in their arts instruction: Academic year 1999-2000

• Table B-53: Standard errors of the percentage distribution of public elementary music specialists reporting the extent to which they participate in various activities related to music outside of their regular school duties, by type of activity: Academic year 1999-2000

• Table B-54: Standard errors of the percentage distribution of public elementary visual arts specialists reporting the extent to which they participate in activities related to visual arts outside of school duties, by type of activity: Academic year 1999-2000

• Table B-55: Standard errors of the percentage distribution of public elementary classroom teachers reporting the extent to which they participate in activities related to the arts outside of school duties, by type of activity: Academic year 1999-2000

Tables of Standard errors for Figures and Data not Shown in Tables

• Table B-56-Standard errors for chapter 2 figures and data not shown in tables: Academic years 1998-99 and 1999-2000

• Table B-57: Standard errors for chapter 3 figures and data not shown in tables: Academic years 1998-99 and 1999-2000

• Table B-58: Standard errors for chapter 4 figures and data not shown in tables: Academic years 1998-99 and 1999-2000

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