NATIONAL CENTER FOR EDUCATION STATISTICS

Statistical Analysis Report October 1995

Arts Education in PublicElementary and SecondarySchools

Nancy CareyElizabeth FarrisWestat, Inc.

Michael SikesNational Endowment for the Arts

Rita FoyNational Institute on Student Achievement,Curriculum, and Assessment

Judi CarpenterProject OfficerNational Center for Education Statistics

U. S. Department of EducationOffice of Educational Research and Improvement NCES 95-082

U.S. Department of EducationRichard W. RileySecretary

OffIce of Educational Research and ImprovementSharon P. RobinsonAssistant Secretary

National Center for Education StatisticsJeanne E. GrifllthActing Commissioner

National Endowment for the ArtsJane AlexanderChairman

OffIce of PartnershipScott SandersDeputy Chairman

Arts in Education ProgramDoug HerbertDirector

Paul PlanchonAssociate Commissioner

National Center for Education StatisticsThe purpose of the Center is to collect and report “statisticsand information showing the condition and progress ofeducation in the United States and other nations in order topromote and accelerate the improvement of Americaneducation. ” --Section 402(b) of the National EducationStatistics Act of 1994 (20 U.S.C. 9001).

October 1995

Contact:Judi Carpenter(202) 219-1333

This report was prepared by Westat, hc., under contract with the National Center for EducationStatistics and under a cooperative agreement with the National Endowment for the Arts.

For sale by the U.S. Government Printing Office

Superintendent of Documents, Mail Stop SSOP, Washington, DC 20402-9328

ISBN 0 - 1 6 - 0 4 8 3 8 7 - 5

Highlights Arts Education in Public Elementary Schools

Music is offered in 97 percent of public elementary schoolsin the United States (figure 1). About half (56 percent) ofthe elementary schools that offer music include general,instrumental, and vocal music in their instructional programs(figure 2).

Almost three-quarters (70 percent) of public elementa~schools that offer music reported that the subject is taught bycertified music specialists only; 22 percent indicated thatboth specialists and classroom teachers provide instruction.Only 8 percent of elementary schools leave music instructiontotally up to the classroom teacherx (figure 3).

Visual arts is offered in 85 percent of public elementaryschools (figure 1). Visual arts specialists oni y provideinstruction in 43 percent of these schools, while bothspecialists and classroom teachers do so in 29 percent of theschools. In 28 percent of these schools, visual arts is taughtby classroom teachers only (figure 3).

Visual arts is taught solely by classroom teachers in 53percent of elementary schools in the West, but only 7 percentof schools in the Northeast (figure 4).

Less than half (43 percent) of public elementary schoolsoffer any instruction in dance. Only 7 percent of schoolsenlist dance specialists to teach dance; otherwise, dance istaught by physical education teachers (figure 6).

Very few public elementary schools (8 percent) offerdrama/theatre as a separate subject taught by specialists.Fifty-six percent of elementary schools reported that teachemuse dramatic activities, such as enacting stories or plays, toteach other subjects (figure 7).

Nearly all public elementary schools (92 percent) providecreative writing instruction as part of the language artscurriculum, rather than offer separate programs in creativewriting (figure 8).

Arts Education in Public Secondary Schools

■ The majority of public secondary schoois offer separateinstruction in music (94 percent) and visual arts (89 percent).About half of secondary schools offer separate instruction indrama/theatre (54 percent) and creative writing (47 percent).Very few secondary schools (13 percent) offer classes indance (figure 9).

. . .111

In schools that offer separate instruction in arts subjects, anaverage of 4.5 courses in music and 5 in visual arts aretaught. Approximate y 2 courses each are provided indrama/theatre, creative writing, and dance (table 6).

Thirty-nine percent of all public secondary schools reportedthat their chstricts require credit specifically in the ark forgraduation. Another 22 percent require credit in the arts asan option within a specified group of courses, such as arts orforeign language or computer science (table 8).

Arts Education at Both Instructional Levels

■ Most public elementary and second”~ schools that offerseparate instruction in arts subjects have curriculumguidelines provided by their school districts (figures 10 and11). However, only one-third of schools at both instructionallevels reported that their districts had arts coordinators orcurriculum specialists on staff (table 7).

■ Slightly more than one-third of public elementary andsecondary schools have had artists-in-residence during thepast 5 years (figure 13). These artists contributed to schools’arts programs primarily though providing knowledge aboutart forms to students through exhibition or instruction (figure14).

■ The most notable way that parents support their children’sartistic efforts is through attendance at school arts events.Volunteering in various arts activities is the least likelyavenue for parents to provide support for arts educationprograms (table 12).

iv

Table of ContentsPage

Highlights . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. *iii

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

ArtsEducationinPublicElementarySchools. . . . . . . . . . . . . . . . . . . . . . . . . 3

How Are Music and Visual Arts Being Taught in Public Elementary Schools? . . . 3

How

Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5TimeDevotedtoInstruction... . . . . . . . . . . ..=...... . . . . . 8SpeciallyEquipped S p a c e s forMusic and Visual ArtsInstmction; . . . . . . 9IntegrationofMusicandVisualArt.s . . . . . . . . . . . . . . . . . . . . . . 9

MElement~Schwls Include Otier A* SubjecK in~eir Curricula? . . . 10

Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...10Drama and Theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...11Creative Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Arts Education in Public Secondary Schools . . . . . . . . . . . . . . . . . . . . . . . . . 12

How Extensive Is Arts Education in Public Secondary Schools?. . . . . . . . . . . 13

Other Support for Arts Education in Elementary and Seconda~ Schools . . . . . . . . . . 15

How Do School Districts Provide Additional Support for Arts Education?. . . . . . 16

Curriculum Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . ...16Voluntary National Standards for Arts Education . . . . . . . . . . . . . . . 17Arts Coordinators . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...18Graduation Requirements . . . . . . . . . . . . . . . . . . . . . . . . . ...19

How Do Elementary and Secondary Schools Support Arts Programs andActivities? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..20

Changes in

Professional Development inthe Arts. . . . . . . . . . . . . . . . . . . . . . 21Artist-in-Residence Programs . . . . . . . . . . . . . . . . . . . . . . . ...21Presentations of Students’ Art Work . . . . . . . . . . . . . . . . . . . . . . . 23UseofTechnology in Teaching the Arts . . . . . . . . . . . . . . . . . . . . 26Parmtal Support forthe Arts . . . . . . . . . . . . . . . . . . . . . . . . ...27

Arts Programs in Public Schools in the Past 5 years. . . . . . . . . . . . . . . 28

Decision Makers Regarding the Arts Programs Offered in Public Schools . . . . . . . . . 29

Schools’ Views on the Importance of Arts Education. . . . . . . . . . . . . . . . . . . . . 30

Summary and Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...31

List of Appendices

Appendix

A Survey Methodology and Data Reliability. . . . . . . . . . . . . . . . . . . . . . . 35

B Tables of Standard Errors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..45

c Survey Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..69

vi

List of Figures

Figure Page

Percent of public elementary schools that offer music and visual arts: 1994. . . . . 41

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

Percent of public elementary schools with music programs that include general,instrumental, orvocalmusic: 1994. . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Percent of public elementary schools that offer music and visual arts, bytypeofinstmctor: 1994 . . . . . . . . . . . . 0 . . . . . . . . . . . . . . . . . . . . 5

Percent of public elementary schools that offer visual arts, by type ofinstructor, bygeographic region: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . 6

Percent of public elementary schools that offer music and visual artsandareserved byartsspecialists: 1994. . . . . . . . . . . . . . . . . . . . . . . . . 7

11

11

Percent of public elementary schools that offer dance: 1994. . . . . . . . . . . . .

Percent of public elementary schools that offer drama and theat~: 1994. . . . . . .

Percent of public elementary schools offering various methods of creativewriting instruction: 19940 . 0 . .o . . . . . .. O.. O . . . .. O.... . . . . . 12

Percent of public secondary schools that offer separate instruction in various artssubjects: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Percent of public elementary schools that offer music and visual arts andindicating that curriculum guidelines are provided by the district: 1994. . . . . . . 16

Percent of public secondary schools that offer instruction in various artssubjects and indicating that curriculum guidelines are provided by thedistrict: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Percent of public elementary and secondary schools indicating awareness ofthe vohmtary National Standards for Arts Education, and percent of thoseschools incorporating some of the standards into their arts programs: 1994. . . . . 18

Percent of public elementary and secondary schools having artists-in-residencein various arts subjects during the past 5 years: 1994. . . . . . . . . . . . . . . . . 22

Percent of public elementary and secondary schools indicating the contributionstheir artists-in-residence have made to the school: 1994. . . . . . . . . . . . . . . . 22

Percent of public elementary and secondary schools that publish literary magazinesofstudents’ work: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Percent of public elementary and secondary schools indicating the use or integrationof technology in the teaching of various arts subjects: 1994. . . . . . . . . . . . . . 26

Percent of respondents indicating that education in various arts subjects is essentialor very important relative to other academic subjects: 1994. . . . . . . . . . . . . . 31

vii

List of Tables

Table Page

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

Percent of public elementary schools with full- and part-time arts specialists,bythenumber ofspecialistsonsti 1994 . . . . . . . . . . . . . . . . . . . . . . 7

Mean number of minutes per week students in public elementary schools receiveseparate instruction in music and visual arts from both arts specialists andclassroom teachers: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...8

Percent of public elementary schools that offer instruction in music and visualarts and indicating that a specially equipped space is provided, by schoolcharacteristics: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...9

Percent of public elementa~ schools with music and visual arts specialists onstaff and indicating the use of different activities in their teaching: 1994 . . . . . . 10

Percent of public secondary schools that offer separate instruction in variousarts subjects, by school characteristics: 1994 . . . . . . . . . . . . . . . . . . . . . 14

Mean number of coumes, teachem, and specially equipped spaces provided bypublic secondary schools, by arts subject: 1993-94. . . . . . . . . . . . . . . . . . 15

Percent of public elementary and secondary schools having a district artscoordinator or curriculum specialist in the arts, by school characteristics: 1994. . . 19

Percent of public secondary schools requiring credit in the arts for graduation,byschoolcharacteristics: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Percent of public elementary and secondary schools offering insemice trainingor other professional development activities in the arts, by school characteristics:1993-94. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...21

Mean number of informal and formal exhibitions and performances of students’art work in all public elementary and secondary schools: 1993-94. . . . . . . . . . 24

Percent of public elementary and secondary schools that publish literarymagazines of students’ work, by school characteristics: 1994. . . . . . . . . . . . . 25

Percent of public elementary and secondary schools indicating the extent ofparental involvement in various activities related to the school’s arts program:1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Percent of public elementary and secondary schools indicating how variousaspects of the school’s arts program have changed in the past 5 years: 1994. . . . . 29

Percent of public elementary and secondary schools indicating the extent to whichvarious influencers make decisions regarding the school’s arts program: 1994 . . . 30

Number and percent of responding public schools in the study sample andestimated number and percent of public schools the sample represents, byschool characteristics: 1994.... . . . . . . . . . . . . . . . . . . . . . . . . ...38

. . .Vlll

Introduction In Toward Civilization: A Report on Arts Education (NationalEndowment for the Arts 1988). the National Endowment for theArts (NEA) identifies several reasons why arts education isimportant. The first purpose of arts education is to give youngpeople a sense of civilization. “The great works of art provideguideposts to cultural literacy” (p. 14). Arts education alsofosters creativity and teaches effective communication. Anotherpurpose of arts education is to provide tools for criticalassessment of what one reads, sees, and hears. In addition, thearts can often reach students who traditionally have haddifficulty in standard academic environments and can improvethe general learning environment for all students.

The Goals 2000: Educate America Act recently passed into lawby Congress recognizes the importance of arts education byacknowledging the arts as one of the core subjects in theNational Education Goals. Goal 3 states that children will beable to demonstrate competency over challenging subject matter,including the arts. In addition, the Improving America’s SchoolsAcf of 1994, Part D - Arts in Education, states that arts educationshould bean integral part of the elementary and secondaryschool curriculum. Other national initiatives related to artseducation, such as the voluntary National Standards for ArtsEducation and the National Assessment of Educational Progress(NAEP) in the Arts, also seek to place the arts in the mainstreamof educational reform.

Despite these initiatives in arts education, there have been nonational data documenting the status of arts education since1989, when the National Arts Education Research Center at theUniversity of Illinois conducted a survey of arts education inAmerican public schools (Leonhard 1991). In order to obtaincurrent information on this topic, NEA and the National Institute

. on Student Achievement, Curriculum, and Assessment (formerlythe Office of Research) in the U.S. Department of Educationcommissioned a sumey to collect data concerning public schools’policies and practices in arts education. The in.formation fromthe suwey is intended for use in the development of policies andimplementation of pmgrarns designed to meet state standardsand national education goals such as those set forth by the Goals2000 Act.

The survey was conducted during fall 1994 for the NationalCenter for Education Statistics (NCES) by Westat, Inc., aresearch firm in Rockville, Maryland, through the NCES FastResponse Sumey System (FRSS). Since the format of artsinstruction in elementary and secondary schools differsconsiderably, two separate survey instruments were designed forthis study. However, both surveys included a common set ofquestions concerning general information applicable to bothinstructional levels about schools’ arts programs.

The questiomaires were addressed to the principals, who wereasked to complete them or have the staff persons most

1

knowledgeable about the schools’ arts programs provideinformation on the following general questions:

■ What arts subjects are being taught in public schools, andhow are they taught?

■ How do schools and districts support arts education?

■ How have schools’ arts programs changed compared to 5years ago?

The elementary and secondary surveys were conducted with twodifferent nationally representative samples of public schools.Included in the elementary school sample were schools that hada beginning grade of 6 or lower, but no grade higher than grade8, as well as combined schools, which are schools that includeboth elementary and secondary grades. Included in thesecondary sample were schools that had no grade lower than 7,and combined schools. Sumey findings are presented separatelyfor all elementary schools and all secondary schools, and by thefollowing school characteristics:

■ School enrollment

Elementary

- Small: less than 300- Moderate: 300-599- Large: 600 or more

Secondary

- Small: less than 400- Moderate: 400-999- Large: 1.000 or more

■ Geographic region

- Northeast- Southeast- Central- West

■ Metropolitan status

- City- Urban fringe- Town- Rural

Data have been weighted to national estimates of public schools.All comparative statements made in this report have been testedfor statistical significance through chi-square tests or t-tests

2

adjusted for multiple comparisons using the Bonferroniadjustment and are significant at the .05 level or better.However, not all statistically significant comparisons have beenpnxsented.

Arts Education The Elementary Arts Education Survey was designed to takeinto account several aspects of elementary school arts education

in Public programs. First, when arts instruction is included it is generally

Elementary part of the regular curriculum and is provided either by arts

Schoolsspecialists or by classroom teachem. Second, all students in anelementary school are typicalIy provided instruction in the samecurriculum. Finally, arts education programs in elementaryschools primarily focus on instruction in music and visual arts.

In order to capture how elementary schools provide the majorportion of arts instruction to students, rwpondents were asked aseries of questions concerning both music and visual arts. Sincethere are different formats for teaching the arts, the first questionasked whether the subject is taught in a separate class by an artsspecialist, by the classroom teachers, or by both. To determinehow much of the students’ time schools are committing toinstruction in music and visual arts, respondents were asked toestimate the average number of minutes of class time per weekdevoted to separate instruction in each subject. As a meamue ofthe extent to which students have access to specialized expertisein each subjec~ questions about the number of full- and part-timemusic and visual arts specialists on the school’s staff wereincluded. Respondents also we~ asked whether the schoolprovides specially equipped spaces for teaching music and visualarts, since providing appropriate materials and facilities isanother indication of a school’s commitment to its arts program.Finally, to assess the extent to which the arts are being integratedinto the non-arts Curriculum in schools, respondents were askedhow the music and visual arts specialists integrate otheracademic subjects into their arts instruction and whether thespecialists consult with regular classroom teachers to facilitateincorporating the arts into their instruction.

The elementary survey also included three separate questionsthat allowed schools to describe in mo~ general terms theeducational programs in dance, drama/theatre, and creativewriting. The primary focus of these questions was to determinewhether these subjects are treated as separate arts subjects or areprovided within the instructional programs of other subject areas,such as physical education or language arts.

How Are Music and Music is almost universally included in the educational

Visual Arts Being programs of public elementary schools in the United States.

Taught in Public Visual arts also is offered in the majority of the Nation’s public

Elementary Schools? elementary schools, but to a lesser extent than music (figure 1).More than half of elementary schools that offer music inc~udegeneral, instrumental, and vocal music in their instructional

3

programs (figure 2); few offer only one of these three types ofmusic instruction. One might expect that in this time of reducedbudgets many schools would limit music instruction to generalmusic, but only 10 percent of elementmy schools indicated thatthis was the case.

Figure I.--Percent of public elementary schools that offermusic and visual arts: 1994

Music Visual Arts

No music No visuai ans

Music Instruction Visual arts instruction

SOURCE: U.S. Department of Education, National Center for Education -sties, FastResponse Survey System, “Atis Education Swvey,” FRSS 50,1994.

Figure 2.--Percent of public elementary schools with musicprograms that include general, instrumental, orvocal music: 1994

Percent100

so

60 1 5s

40-

20-

10

0Ge;eral, Gene&1 and Generk and lnstrukentaJ Ge;eral Vocal ‘music Instrumental

instrumental, vocal music instrumental and vocal music only only music onlyand vocal music music

musicTypa of musk instruction

NOTE: Based on the number of elementary schools that offer music 56,663 (97percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Survey System, “Arts Education Survey,” FRSS 50,1994.

Teachers Elementary schools utilize both certified arts specialists andclassroom teachers to provide instruction in music and visualarts. For music, about two-thirds of schools reported that thesubject is taught by specialists only, while another 22 percentindicated that both specialists and classroom teachers provide theinstruction. Only 8 percent of elementary schools leave musicinstruction totally up to the classroom teachers (figure 3).

Figure 3.--Percent of public elementary schools that offermusic and visual arts, by type of instructor: 1994

Mualc Vlsuel Arts

Taught by❑ ~:$:and

teachem

•1Taught byclassroomteachers only

NOTE: Based on the number of elementary schools that offer instruction in each subjxmusic -56,663 (97 percentk visual arts -49,683 (85 percent). Total number ofelementay schools = 58,261.

SOURCE: U.S. Deptutment of Education, National Center for Education Statistics, FaatResponse Survey System, “Arts Education Sunreyv FRk 50,1994.

A higher percentage (28 percent) of elementary schools relysolely on classroom teachers to provide visual arts instruction.This is particularly true for schools in the West, where 53percent of schools reported that visual arts instruction isprovided by the classroom teacherx only (figure 4). Conversely,in the Northeast, only 7 percent of schools do not include visualarts specialists on their teaching staff.

Figure 4.--Percent of public elementary schools that offervisual art% by type of instructor, by geographicregion: 1994

Percent of schools

1oo-

80-

60-

40-

20-

o~

U Northeast

❑ southeast

❑ Central

g west

58

Taught by specialists only Taught by specialists and Taught by classroomclassroom teachers teachers only

Visual arts instruction

NOTE: Based on the number of ekxnentq schools that offer visual arts: 49,683 (85percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Suwey System, “Arts Education Survey: FRSS 50, 1994.

Arts specialists can be part of the staff at elementary schoolseither as Ml-time teachers or as part-time, itinerant instructors.Specialists who are at the school full time can provide bothstudents and teachers with more access to instruction andexpertise than those who are there on apart-time basis.Therefore, the presence of at least one full-time specialist can beused as a measure of “access to expertise.” While more than onepart-time specialist can provide the same number of hours onsite, they may not be as integrated into the school’s staff and itsculture as a full-time staff member.

About half of elementary schools have at least one full-timemusic specialist on staff (figure 5). Fewer schools have full-timevisual arts specialists on staff. Moreover, the majority of schoolshave only one arts specialist available, whether or not theinstructor is full time or part time (table 1). This indicates that inschools where the specialists are part time, students do not haveas much access to expertise as those with full-time specialists onsite.

Figure 5.--Percent of public elementary schools that offermusic and visual arts and are served by artsspecialists: 1994

Viuml Atm

, .yetdg:f”n-tim.

NOTE: Based on the number of elementq schools that offer instmction in each subj-music -56,663 (97 percent); visual arts -49,683 (85 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Survey System, “Atts Education Survey,” FRSS 50,1994.

Table l.--Percent of public elementary schools with full- andpart-time arts specialists, by the number ofspecialists on stafW 1994

Number of specialists I MusicI

Visual arts

Full time

1 . . . . . . . . . . . . . . . . . 69 86

2 . . . . . . . . . . . . . . . . . 25 13

3 ormore . . . . . . . . . . . . . 6 2

Part time

1 . . . . . . . . . . . . . . . . . 60 86

2 . . . . . . . . . . . . . . . . . 27 103 ormore . . . . . . . . . . . . . 13 4

NOTE: Based on the number of elementary schools that have arts specialists in eachsubject: music -52,105 (92 percent); visual arts -35,578 (72 percent). Percents may notsum to 100 because of rounding.

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Survey System, “Arts Education Survey,” FRSS 50, 1994.

7

Time Devoted toInstruction

The amount of time students spend in academic learning in aparticular subject is indicative of the level of achievementschools expect of students. In this survey, the amount of timestudents receive instruction in music and visual arts wasexamined in terms of the mean number of minutes per weekdevoted to separate instruction in each subject (table 2). Ingeneral, during fall 1994 students received an average of 75minutes of separate instruction in music and 78 minutes in visualarts. Schools where music instruction was provided only byspecialists offered more instruction time than those where it wasprovided only by the classroom teachers. This was not the casefor visual arts instruction, where the difference between 77 and65 minutes was not statistically significant. However, in thoseschools where both specialists and classroom teachers providedinstruction, students received even more time for both music andvisual arts. It appears, therefore, that when classroom teachersare teaching the arts in schools where specialists are alsoproviding instruction, they are increasing the total amount oftime students spend in arts instruction.

Table 2.--Mean number of minutes per week students inpublic elementary schools receive separateinstruction in music and visual arts from both artsspecialists and classroom teachers: 1994

I IPercent Mean number

Type of instruction of schools of minutes

Music

All schools offering music . . . . . . . 100

Schools where instruction is provided byboth specialists and classroom teachers . 22

Schools where instruction is provided bySpecialists only . . . . . . . . . . . 70

Schools where instmction is provided byclassroom teachers only. . . . . . . . 8

75

92

72

49

Visual arts

All schools offering vmual arts . . . . . 100 78

Schools where instruction is provided byboth specialists and classroom teachers . 28 91

Schools where instruction is provided bySpecialists only . . . . . . . . . . . 43 77

Schools where instruction is provided byclassroom teachers only. . . . . . . . 29 65

NOTE: Based on the number of elementary schools that offer instruction in each subject:music -56,663 (97 percent); visual ants -49,683 (85 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Survey System, “Afis Education Sumey,” FRSS 50, 1994.

8

Specially EquippedSpaces for Music andVisual ArtsInstruction

Arts specialists in some schools have their own classrooms inwhich they have access to supplies and materials that canfacilitate their teaching. In other schools, the arts specialistsmove fmm classroom to classroom, camying their supplies withthem on an “art cm%” or the classroom teachers themselves mayprovide the instruction to students in their regular classrooms.Nearly three-quartm of public elementary schools reported thatthey provided a separate, specially equipped space for musicinstruction in 1994, and about half provided such a space forvisual arts (table 3). Schools in the West were the least likely toprovide space for teaching visual arts (36 percent), which reflectsthe earlier reported finding that schools in this region of thecountry rely more heavily on classroom teachers to teach visualarts.

Integration of Musicand Visual Arts

Table 3.--Percent of public elementary schools that offerinstruction in music and visual arts and indicatingthat a specially equipped space is provided, byschool characteristics: 1994

School chamcteristic I Music I Visual arts

All public eleznentq schools . . . .

Size of enrollmentSmalL . . . . . . . . . . . . . .Moderate . . . . . . . . . . . . .Large . . . . . . . . . . . . . . .

Metropolitan ShtUS

City . . . . . . . . . . .. o..Urban f r inge . . . . ..o. ..e.Town . . . . . . . . . . . . . . .Rural . . . . . . . . . . . . . . .

Geographic regionNortheast . . . . . . . . . . . . .southeast . . . . . . . . . . . . .Central . . . . . . . . . . . . . .West . . . . . . . . . . . . . . .

72

597481

74727369

71707968

56

415767

@555453

69576636

NOTE: Based on the number of elementary schools that offer instruction in each subjedmusic -56,663 (97 percentk visual atts -49,683 (85 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Survey System, “Atis Education Survey,” FRSS 50,1994.

Interdisciplinary instruction in academic subject areas isbecoming more common in elementary grades, and this includesinstruction in the arts. Both classroom teachem and artsspecialists can promote the integration of the arts into instructionin other academic subjects. Results of this sumey indicated thatneither music nor visual arts specialists are teaching the arts inisolation from other subjects. Close to 90 percent of public

9

elementary schools with visual arts specialists on staff reportedthat the specialists integrate other subjects into their teaching ofvisual arts (table 4). Almost the same percentage reported thatthese specialists also consult with classroom teachers so that theteachers can integrate the arts into their teaching of non-artssubjects. About three-quarters of elementary schools with musicspecialists on staff reported that the specialists also include thesekinds of integration and consultation in their teaching activities.However, less than half of all schools with music or visual artsspecialists on staff reported that they collaborate or team teachwith other arts specialists.

Table 4.--Percent of public elementary schools with musicand visual arts specialists on staff and indicatingthe use of different activities in their teaching:1994

Teaching activity I Music I Visual arts

Integrate other academic subjects into aminstn.mtion . . . . . ..o. . . . . 72 88

Consult with classroom teachers onincorporating the @ into the teachingof other academic subjects . . . . . . 69 86

Collaborate or team teach with other artsspecialists . . . . . . . . . . . . . 40 44

NOTE: Based on the number of elunentq schools that have am specialist ih eachsubject: music -52,105 (92 Penxntk visual arts -35$78 (72 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, FaatResponse Stuvey System, “Atis Education Survey; FRSS 50,1994.

How Do Elementary Instruction in the arts can enhance Ieaming in other academic

Schools Include “ subjects through interdisciplinary instruction, but schools can

Other Arts Subjects also subsume the arts within programs in other instructionalareas. For example, dance instruction can be part of the physicalin Their Curricula? education program, and creative writing and drama/theatm canbe taught wi~n the language arts curriculum. While this doesnot necessarily y lead to an inadequate educational program, it canleave instruction in the arts subjects up to non-arts teachem. Theresult is that the arts do not get emphasized. Findings from thissurvey, reported below, supported this argument.

Dance Dance instruction does not receive the kind of commitment ffomschools that music and visual arts do. Only 43 percent of allpublic elementary schools offer any instruction in dance (figure6). Furthermore, very few schools offer dance as a separatesubject or enlist certified dance teachers to provide theinstruction. Only 4 percent of schools offer it as a separatesubject taught by a dance specialist. Instead, dance instruction is

10

generally offered by physical education teachem, and it is taughtby a dance specialist within the physical education program inonly 3 percent of all elementary schools.

Figure 6.--Percent of public elementary schools that offerdance: 1994

Sepsmte dance progmm taught by a■ dance apaciabat

❑ No &na

SOURCE: U.S. Department of Education,Response Sumey System, “Atis Education

National Center for Education Statistics,Survey,” FRSS 50,1994.

Fast

Drama and Theatre Very few elementary schools (8 percent) offer drama as aseparate subject taught by a drama/theatre specialist (figure 7).However, most schools (80 percent) do include drama/theatre intheir curricula in some way. In mom than half of these schoolsdrama is included by classroom teachers using dramaticactivities, such as enacting stories or plays, to teach othersubjects. Another 16 percent of schools that reported instructionin drama/theatre indicated that it is incorporated into thelanguage arts curriculum.

Figure 7.--Percent of public elementary schools that offerdrama and theatre: 1994

El

•1

•1

Drama/theafre activities are used byclassroom teachers to teach othersubjects

Separate drarnahheatra programtaught by a dramtitheatre specialist

Drarna/theatre is part of the languagearts curriculum

No drama/thaatre

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Survey System, “Arts Education Survey: FRSS 50, 1994.

11

Creative Writing Nearly all elementary schools (92 percent) provide creativewriting instruction as part of the language arts curriculum, asopposed to offering separate programs in creative writing (figure8). Very few schools reported that a creative writing specialistworks directly with students and consults with teachers on aregular basis, or that an outside specialist or writer comes to theschool on an invitational basis. Another small percentage ofschools either have a creative writing specialist on staff whoconsults with teachers or receive creative writing materials andsuggestions for classroom activities from someone at the districtlevel.

Figure 8.--Percent of public elementary schools offeringvarious methods of creative writing instruction:1994

El

En

❑

•1

Part of language arts curriculum

Spaaalist on staff works wrth students andconsults wth teachers regularly

Specialist on staff consults wrth teachers

Teachers recewa matenafs and acdvitieafrom the dmttict

Outside specialist works with students orteachers on an mvfiatlonal bass

SOURCE: U.S. Deputmcnt of Education, National Center for Education Statistics, FastRespcmse Swey System, “Arts Education Survey: FRSS 50,1994.

Arts Education In secondary schools, arts education is typically providedthrough elective courses that are taught by arts specialists. The

in Public secondary school questiomaire therefore asked respondents to

Secondary answer a series of questions about the extent to which each of

Schoolsfive arts subjects-creative writing, dance, drama/theatre, music,and visual arts-are being taught in schools. The questionsasked for the following information on each subject: whether theschool offers separate instruction in it, the number of separatecourses offered, the number of full- and part-time teachers, theapproximate total enrollment during the 1993-94 school year, thenumber of specially equipped spaces, labs, or studios allocatedfor teaching, and whether the district provides written curriculumguidelines in the subject.

12

How Extensive is of the five arts subjects included in this survey, music and

Arts Education in visual arts are offered in almost all public secondary schools,

Public Secondary findings similar to those of the elementary survey (figure 9).

Schools? About half of all public secondary schools offer separateinstruction in both creative writing and drarna/theatre.Relatively few secondary schools offer separate instruction indance.

Figure 9.--Percent of public secondary schools that offerseparate instruction in various arts subjects: 1994

Percent of schools

1001 g~

80

60

40

20

0Music

89

54

Visual arts

SOURCE: U.S. Department of Education,Response Survey System, “Arts Education

Drama/theatre

47

Creativewriting

National Center for EducationSurvey,” FRSS 50,1994.

13

mDance

Statistics, Fast

Whether or not secondary schools offer separate instruction ineach of the arts subjects is related to school size and themetropolitan status of schools (table 5).1 In general, classes inthe arts are more likely to be offered in larger schools and inschools in central cities and urban fringe areas. However,schools in different geographic regions are more likely to offercertain arts subjects than others. For example, visual arts isoffered by more schools in the Northeast than by those in theSoutheast or West; music is included in more schools in theCentral part of the country than those in the West.

1 See appendix B, table 16, for a similar table of elementary school dak

13

Table 5.--Percent of public secondary schools that offerseparate instruction in various arts subjects, byschool characteristics: 1994

Visual Drama/ CrtiveSchool characteristic Music ~* theatm writing Dance

All public secondary schools

Size of enrollmentsmau. . . . . . . . . . .Moderate . . . . . . . . .Large . . . . . . . . . . .

Metropolitan S~US

City . . . . . . . . . . .Urban fringe . . . . . . . .Tow. . . . . . . . . .Rural . . . . . . . . . . .

Geographic regionNortheast . . . . . . . . .southeast . . . . . . . . .Central . . . . . . . . . .West . . . . . . . . . . .

94

889699

99999688

98949987

89

8092%

95958883

98809484

54

355481

70675737

53534762

47

414458

53554440

53365146

3132$

2422

96

1215

818

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Sumey System, “Atts Education SumeyV FRSS 50,1994.

More important than whether schools offer instruction inparticular arts subjects, however, is the extensiveness of theirarts programs, which can be examined along several dimensions.The number of separate courses offered in a particular artssubject is a good indicator of the depth to which students canpursue the subject. The number of teachers available to teach thearts is indicative of accessibility to expertise. Finally, a school’scommitment to offering quality arts pmgrarns is evidenced byproviding teachem and students with specially equippedclassrooms, labs, studios, and practice rooms.

The findings on all of these indicators reinforced those reportedabove regarding the extent to which public secondary schoolsprovide separate instruction in each arts subject. MOXC coursesare offered in music and visual arts than in other arts subjects,with an average of 4.5 courses in music and 5.0 in visual arts(table 6). Likewise, more teachers are teaching music and visualarts than drama/theatre and dance. While schools report moreteachers of creative writing than those of visual arts, these datamay be somewhat misleading because schools may haveincluded English teachers, rather than exclusively teachers whospecialize in creative writing, when reporting the number ofteachers. Finally, while schools allocate approximately onespecially equipped space each for instruction in drama/theatre,creative writing, and dance, significantly more space is providedfor music and visual arts. The higher number of rooms reported

14

for music reflects the fact that individual practice rooms wereincluded as specially equipped spaces.

Table 6.--Mean number of course% teachers, and speciallyequipped spaces provided by public secondaryschools, by arts subject: 1994

Visual DmmaJ CreativeProgram characteristic Music atis theatre writing Dance

Number of courses . . . . . . 4.5 5.0 2.1 1.9 2.1Nurnberofteachers. . . . . . 2.1 1.7 1.2 1.9 1.3

Number of spaces. . . . . . . 26 1.8 - 1.3 1.2 1.0

NOTE: Based on the number of secondary schools that offer instruction in each subject:music -18,755 (94 percent); visual arts - 17,631 (89 percent~ drarna/theatre -10,740 (54percent): cnmtive writing -9,256 (46 percent} dance -2,616 (13 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics. FastResponse Swvey System, “Arts Education SuxveyY FRSS 50,1994.

Other Supportfor Arts

Beyond tie numtxx of arts speci~ists on staff, the amount oftime spent on arts education, the number of subjects or coursesoffered, or the amount of space allocated for arts instruction,

Education in schools and school districts can encourage and enhance arts

Elementary andeducation in a variety of other ways. To assess the extent towhich public schools are providing support for arts education,

Secondary both the elementary and secondary surveys requested

Schoolsinformation on several issues. Firs6 curriculum guidelines meimportant for the implementation of arts instruction, particularlyif classroom teachem in the elementary grades are delivering theinstruction, so both questionnaires asked whether the districtprovides teachers wifi written curriculum $mklelines in the am.he presence of a district arts coordinator & Curriculumspecialist in the arts also reflects districts’ commitment toproviding administrative support for promoting achievement inthe arts. In addition, provision of insemice training in the artsduring the 1993-94 school year was used to indicate the extent towhich teachers have access to opportunities for professionaldevelopment in the arts. Whether or not school; had artists-in-residence within the past 5 years, and the contributions theseindividuals made to schools’ arts programs, provided anothermeasure of support for curriculum development, teacherenhancement, and educational activities for students. Bothsurveys also included questions on the use of technology in thearts, the extent of parental involvement in schools’ arts programs,and the number of performances and presentations of students’art work, including the publication of a student literarymagazine. Fhxilly, res~ndents were asked if they were aware ofthe voluntary National Standards for Arts Education, and if so,whether their schools were incorporating any of the standards.

15

HOW Do School With the recent development of the vohmtary National

Districts Provide Standards for Arts Education (Consortium of National Arts

Additional Support Education Associations 1994), experts are coming to some

for Arts Education? consensus about the goals of arts education: what should betaught and what students should learn. Although exploring the

Curriculum Guidelines content of schools’ arts curricula was beyond the scope of thissumey, the questiomaires did gather data on whether districtsprovide teachers with curriculum guidelines. The existence ofsuch guidelines is a good indicator of consensus within thedistrict concerning what should be taught in the arts. For thoseelementary schools where classroom teachers are responsible forinstruction in the arts, such guidelines would be particularlyuseful and would contribute to the quality of the educationalprogram offered.

Of the public elementary schools that offer music and visual arts,at least three-quarters have curriculum guidelines in thesesubjects provided by the district (figure 10). The majority ofpublic secondary schools that offer music, visual arts, andcreative writing also reported having curriculum guidelines ineach subject (figure 11). Of those secondary schools that offercourses in drarna/theatre, three-quarters have curriculumguidelines, while about two-thirds of schools including dancecourses have such guidelines.

Figure 10.--Percent of public elementary schools that offermusic and visual arts and indicating thatcurriculum guidelines are provided by thedistrict: 1994

Visual Arts

guldehnesprowded

guidelinesprowded

NOTE: Based on the number of elementary schools that offer instmction in each subjeccmusic -56,663 (97 percent); visual arts -49,683 (85 percent).

SOURCE: U.S. Depanment of Education. National Center for Education Statistics, FastResponse Suivey System, “Arts Education Survey; FRSS 50, 1994.

16

Voluntary NationalStandards for ArtsEducation

Figure Il.--Percent of public secondary schools that offerinstruction in various arts subjects and indicatingthat curriculum guidelines are provided by thedistrict: 1994

Pereent of schoots100

1

80

60

40

20

0 I

MUSIC Visual arts Drama/ Creative Dancetheatre writing

Curdculum guldellnee

NOTE: Based on the number of secondmy schools that offer instmction in each subje@music -18,755 (94 Percentk visual@ -17,631 (89 percentk dramabatre -10,740 (54percent~ creative writing -9,256 (46 percent~ dance -2,616 (13 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Sumey System, “Atis Education Sumey,” FRSS 50, 1994.

The vohmtary National Standards for Arts Education areconsensus statements about what an education in the arts shouldcontain and are intended to improve and change how artseducation is organized and delivered. Approximately one-thirdof public elementary and secondary school respondents indicatedthat they were aware of the standards (figure 12). About one-quarter of all schools in each sample reported that they wem bothaware of the Standards and incoqmfated some of them into theircurricula.

Arts Coordinators

Figure 12.--Percent of public elementary and secondaryschools indicating awareness of the voluntaryNational Standards for Arts Education, andpercent of those schools incorporating some ofthe standards into their arts programs: 1994

Percent of schools ❑ Awareness of standards100

1 E Incorporating standards

40

20

0Elementa~ schools Secondary schools

Awaranaae of standarda

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Sumey System, “Arts Education Survey,” FRSS 50,1994.

Arts coordinators or curriculum specialists at the district levelcan provide access to resources and information to classroomteachem and arts specialists, as well as generally act as advocatesfor arts education. Approximately one-third of both elementaryand secondary public schools indicated that their districts havearts coordinators or curriculum specialists in the arts on staff(table 7). Large schools and schools in cities and urban t%ingeareas axe more likely to have arts coordinators on their districtstaff than small schools and schools in towns and rural areas.

18

GraduationRequirements

Table 7.--Percent of public elementary and secondary schoolshaving a district arts coordinator or curriculumspecialist in the art% by school characteristics:1994

School characteristic I Eknentq I Secondmy

AUpublicsckols. . . . . . . . .

Size of enrollmentSmall. . . . . . . . . . . . . . .Moderate . . . . . . . . . . . . .Large . . . . . . . . . . . . . . .

Metropolitan statusCity . . . . . . . . . . . . . . .Urban fringe . . . . . . . . . . . .Town. . . . . . . . . . . . . . .Rural . . . . . . . . . . . . . . .

Geographic regionNortheast . . . . . . . . . . . . .Southeast . . . . . . . . . . . . .Central . . . . . . . . . . . . . .West . . . . . . . . . . . . . . .

38

303749

61432426

46463631

36

273452

54522527

48373035

SOURCE: U. S. Department of Education, National Ccnterfor Edu@ion Stiistics, F@Response !Xuvey System, “Arts Education Survey,” FRSS 50,1994.

Another way that school districts can emphasize the importanceof arts education and encourage students to enroll in arts coursesis through imposing graduation requirements that include the atsin some way. The secondary school survey included a questionabout graduation requirements in the arts. Thirty-nine percent ofall secondary schools reported that their districts require creditspecifically in the arts for graduation (table 8). Schools in theNortheast are more likely to require specific arts credit thanthose in other geographic regions. Another 22 percent ofsecondary schools require credit in the arts as an option within aspecified group of courses, such as arts or foreign language orcomputer science.

19

Table 8.--Percent of public secondary schools requiringcredit in the arts for graduation, by schoolcharacteristics: 1994

Credit in the amCredit required, but as an

specifically in the option within aSchool characteristic arts required group of specified

subjectsl

All public swondary schools2. . . .

Size of enrollmentSmal l . . . . . . . . . . . . .Moderate . . . . . . . . . . . . .Large . . . . . . . . . . . . . .

Metropolitan statusCity . . . . . . . . . . . . . . .Urban fringe . . . . . . . . . . . .Town . . . . . . . . . . . . . .Rural. . . . . . . . . . . . . . .

Geographic regionNon.beast...........e.Southeast. o . . . . . . . . . . .Central . . . . . . . . . . . . . .West . . . . . . . . . . . . . . .

39

413343

48383836

61233145

22

152330

21352614

20152028

1 For example, art, foreign language, or computer science.

2Based on the number of secondary schools that are not intermediate or junior highschools and include grade 12: 15,955 (80 percent).

SOURCE: U.S. Depatment of Education, National Center for Education Statistics, FastResponse Survey System, “Arts Education Stuvey,” FRSS 50,1994.

How Do Elementary Arts education can also be supported at the school level in aand Secondary number of ways. Administrators can provide teachers access to

Schools Support insemice education or opportunities for other professional

Arts Programs and development activities. Artist-in-residence programs can

Activities?provide teacher enhancement opportunities, as well as exposeteachers and students to individuals who create art as theirprimary professional activity. Schools can further acknowledgethe value of artistic expression by providing avenues for thedisplay, performance, and publication of students’ art work.Also, schools can provide teachers and students withopportunities to use technology in their teaching and learning ofthe arts. Finally, parental involvement in schools’ arts programsmay reflect a commitment on the part of the school to emphasizestudents’ arts education.

20

Professional Development About half of all public elementary schools reported that duringin the Arts the 1993-94 school year the school or their district had offered

teachers inservice training or other professional developmentactivities in the arts (table 9). A comparable number ofsecondary schools reported that the school or district had offeredthese opportunities to their staff. Schools in central cities andurban fringe areas were more likely to offer teacher insemiceactivities than those in towns and rural areas.

Artist-in-ResidencePrograms

Table 9.--Percent of public elementary and secondary schoolsoffering inservice training or other professionaldevelopment activities in the arts, by schoolcharacteristics: 1993-94 -

School characteristic I Elementary I Secon&ry

Allpublicschools. . . . . . . . .

Size of enroknentSmal l . . . . . . . . . . . . .Moderate . . . . . . . . . . . . .Large . . . . . . . . . . . . . . .

Metropolitan statusCity . . . . . . . . . . . . . . .Urban fringe . . . . . . . . . . . .Town . . . . . . . . . . . . . . .Rural . . . . . . . . . . . . . . .

Geographic regionNodmast.. . . . . . . . . . . .southeast . . . . . . . . . . . . .Central . . . . . . . . . . . . . .West . . . . . . . . . . . . . . .

51

415060

66633835

52574549

43

354159

63553931

46433848

SOURCE: U.S. Deptiment of Education, National Center for Education Statistics, FastResponse Survey System, “Arts Education Survey,” FRSS 50, 1994.

Schools were asked whether they had supported any artists-in-residence during the past 5 years and, if so, to specify the artists’areas of expertise. The choices were creative writing, dance,drama/t.heatre, folklore, music, and visual arts. Slightly morethan one-third of elementary and secondary schools indicatedthat artists had been in residence during that time period (figure13). While schools reported artists-in-residence in all of the artsareas listed, very few secondary schools had supported any ineither dance or folklore. According to both elementary andsecondary respondents, these artists-in-residence made thegreatest contribution to schools’ arts programs by providingknowledge about art forms to students through exhibition orinstruction (figure 14). Significantly fewer artists-in-residenceprovided input on curriculum development or insemice forteachem.

21

Figure 13.--Percent of public elementary and secondaryschools having artists-in-residence in various artssubjects during the past 5 years: 1994

Percent of schools

100

1

■ Elementary

❑ Second~80

60 140

40-

20-

0 II n one o r Music Vis~ a r t s Drama/ Creatwe Dance Folklore

more theatre wntmgsubpxta

Artist-in-reddenoe

SOURCE: U.S. Departmatt of Educatim, National Center for Education Statistics, F=tReapoase Sutwy System, “Ms Education SumeyY FRSS 50,1994.

Figure 14.--Percent of public elementary and secondaryschools indicating the contributions their artists-in-residence have made to the school: 1994

Permofeohoole1oo-

■ Elemer#ary

80-❑ secondary

60-

40- 3730

20-

0 IProwded knowledge Provided knowledge Prowded mpuf on

about art forms to about arl forms or arts curriculumstuderis through education through development

exhibition or instrtiion teacher inservicstraining

Contmuuon

NOTE: Bssed on the number of schools having an artist-in-residence: elementary -23,606 (40 pementk secondaty -6,966 (25 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Survey System, “Arts Education Survey; FRSS 50,1994.

22

Presentations of Students’ Arts education is further supported by schools’ encouragingArt Work students to exhibit and perform their art work outside of their

own classrooms. Elementary and secondary schools were askedto report on the number of presentations of students’ art workthat took place during the 1993-94 school year. Schools reportedseparately for both infonna.1 presentations-put on for the schoolcommunity only-and formal ones—put on for parents and thepublic. Data on the number of presentations of students’ artswork were calculated for all public elementary and secondaryschools, rather than just for those that offer instruction in aparticular arts subject, since many schools indicated thatperformances or exhibitions took place as part of extracurricularactivities and were not necessarily tied to instruction in aparticular arts subject. In addition, a considerable number ofrespondents indicated that arts presentations, particularly invisual arts, were “ongoing” or “continuous.” In these cases, tRedata were recoded to 10 presentations, based on the assumptionthat there was an arts exhibit going on during each of the 10months in the school year. For creative writing, schools wereasked whether they publish a student literary magazine.

At the elementary level, schools averaged approximately sixinformal exhibitions of students’ visual arts work, which washigher than any other type of arts presentation, and two formalvisual arts exhibitions (table 10). In music, elementary schoolsaveraged about three informal and three formal student musicalperformances. The average of two informal drama/theatmpresentations probably reflects the findings that manyelementary schools reported that teachers used dramaticactivities in the teaching of other subjects. Elementary schoolsaveraged fewer than one dance performance of either kind,which is consistent with the lack of dance instruction going on atthis level.

At the secondary level, the numbers of different kinds of studentexhibitions and performances are comparable to those at theelementary level, except in the performance of music anddrama/theatre productions. Secondary schools averaged aboutfive informal musical presentations and more than seven formalones; an average of about two formal dramatic productions werereported.

23

Table 10.--Mean number of informal and formal exhibitionsand performances of students’ art work in allpublic elementary and secondary schools:1993-94

Type of tut presentation I Elementay I Secondary

MusicInformal . . . . . . . . . . . . .Formal . . . . . . . . . . . . . .

Visual artsInformal . . . . . .. o.....Formal. . . . . . . . . . . . . .

DrarrdheatreInformal . . . . . . . . . . . . .Formal . . . . . . . . . . . . . .

DanceInformal . . . . . . . . . . . . .Formal . . . . . . . . . . . . . .

3.33.5

6.32.1-

1.91.3

0.50.5

5.27.7

5.71.9

1.82.2

0.60.7

NOTE: Responses of “ongoing” or “continuous” presentations of students’ att work wererecoded to 10 presentations based on the assumption of 1 presentation for eve~ month ofthe year.

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Survey System, “Arts Education Survey,” FRSS 50, 1994.

24

Only 18 percent of elementary schools publish literarymagazines of students’ work (figure 15). However, 38 percent ofsecondary schools publish student literary magazines. At thesecondary level, this activity is related to school size andgeographic region. Large secondary schools and those in theNortheast are the most likely to publish literary magazines (table11). Elementary schools in the Northeast also are more likely topublish students’ work than those in other geographic regions.

Figure 15.--Percent of public elementary and secondaryschools that publish literary magazines ofstudents’ work: 1994

EIomontwy schoob SoCondary uhools

No Iiimy~azlno

No Iitolafynngazm

SOURCE: U.S. Depatmcnt of Education, National Center for Education Statistics, FastResponse Swvey System, “Atis Education Suwey,” FRSS 50,1994.

Table il.--Percent of public elementary and secondaryschools that publish literary magazines ofstudents’ works, by school characteristics: 1994

School chamcteristic I Elementary I Secondary

Allpublic schools. . . . . . . . .

Size of enrollmentSmall . . . . . . . . . . . . . . .Moderate . . . . . . . . . . . . .Large . . . . . . . . . . . . . . .

Metropolitan statusCity . . . . . . . . . . . . . . .Urban fringe . . . . . . . . . . . .Town . . . . . . . . . . . . . . .Rural . . . . . . . . . . . . . . .

Geographic regionNortheast . . . . . . . . . . . . .Southeast . . . . . . . . . . . . .Central . . . . . . . . . . . . . .West . . . . . . . . . . . . . . .

18

131723

21231610

28161415

38

223762

48554121

60333036

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Sumey System, “Arts Education Suwey,” FRSS 50,1994.

25

Use of Technology inTeaching the Arts

The use of technology through instructional tools such ascomputerx, 1- and 2-way video, CD-ROM, telecommunications,and multimedia has expanded into many areas of education.This allows both teachers and students more access toinformation and to interactive experiences. Since much of thiskind of technology is conducive to facilitating arts education,respondents were asked in what arts subjects schools use orintegrate technology.

About two-thirds of all public elementary schools use technologyin teaching creative writing (figure 16). However, less than halfof secondary schools use technology in this way. The opposite isthe case for music and visual arts. While only one-third ofelementary schools use technology in teaching music and visualarts, about half of all secondary schools do so. About one-quarter of secondary schools also use technology to teachdrama/t.heatre. Technology is being used to teach dance only ina very small percentage of public schools, which is consistentwith the limited amount of dance instruction going on.

Figure 16.--Percent of public elementary and secondaryschools indicating the use or integration oftechnology in the teaching of various artssubjects: 1994

Percent of schools

1001

■ Elementary

I ❑ Secondary

80-1 71

60- 5551

40-33

20-

0Music Visual arts Drama/ Creative Dance

theatre writing

Uss of technology

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Swvey System, “Arts Education Survey,” FRSS 50, 1994.

26

Parental Support forthe Arts

Parental support for arts programs in schools can bedemonstrated in various ways. For this suxvey, respondents wereasked to indicate the extent to which parents are involved in thefollowing activities at the school: sponsoring fundraisingactivities for the arts, sponsoring Booster Clubs (secondarysurvey only), sponsoring arts exhibitions or visiting performers,volunteering in arts programs, and attending school arts events.

The most notable way that pa.mnts support their children’s artisticefforts is through attendance at school arts events.Approximately three-quarters of public elementary andsecondary schools indicated that this was true either to amoderate or great extent (table 12).

Table 12.--Percent of public elementary and secondaryschools indicating the extent of parentalinvolvement in various activities related to theschool’s arts program: 1994

Kind of p~td Great Moderate Little or Notinvolvement extent extent no extent applicable

Iknentaxy schools

37 33 19 11Attending school am events. .

Sponsoring fundmising activitiesfortheans . . . . . . . .

Sponsoring an exhibitions orv i s i t i n g petionners . . . .

Volunteetig in aIts programs .

16 21 39 24

18

11

22

26

40

47

19

15

secondary schools

Attending school arts events. .

Sponsoring Booster Clubs. . .

Sponsoring fundraising activitiesfortheans. . . . . . . .

Sponsoring art exhibitions orvisiting performers . . . .

Volunteering in arts programs .

32

27

44

27

16

28

8

18

3522 30 13

7

7

21

25

57

53

15

14

1 “Not applicable” indicates the respon&nts repoti that this activity was not an option atthis school.

NOTE: Percents may not sum to 100 because of rounding and details may not add tototals because of rounding for weighted estimates.

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Stuvey System, “Arts Edutiion Sumey~ FRSS 50,1994.

Volunteering in arts programs is the least likely avenue forparents to provide support for arts education in schools.Approximately half of both elementary and secondary schools

27

reported that parents volunteered in school arts pmgrarns little ornot at all.

Changes in Arts ‘s W“s report has shown, various aspects of schools’ arts

Programs inprograms can be used as indicators of a commitment to artseducation on the part of both schools and school districts. For

Public Schools example, at the elementary level instruction time and the numberof arts specialists on staff reflect an effort to provide quality arts

in the Past 5 instruction. At the secondary level, the number of courses

Years offered provides similar information. In addition, the allocationof supplies and materials for arts education, the provision offunds for teachers’ classroom use, and the allocation of funds forfield trips to museums, galleries, or performance centers areindicative of the extent to which school districts are providingfinancial support to enhance their arts programs. Respondents toboth surveys were asked to report on changes in each of theseaspects of their arts programs as compared to 5 years ago. Theywere also asked to indicate if the student enrollment in theschool’s arts program had changed in order to provide abenchmark of whether changes in any of these variablescoincided with changes in the number of students being served.

Many public elementary schools (49 to 66 percent) reported thatthese indicators had remained the same in the past 5 years (table13). In addition, between 20 and 30 percent reported increasesin instruction time, number of arts staff, allocation of suppliesand materials, funds for teachers’ classroom use, and use ofmuseums, galleries, and performance centers. However, 41percent also reported increases in enrollment. No more than 18percent of elementary schools indicated decreases in any of theareas listed.

While enrollment in arts courses has increased in the past 5 ycmin 62 percent of public secondary schools, only 28 percent ofschools reported an increase in the school’s arts sW, 61 percentreported that the number of arts staff had remained the same.Even though about half of schools also reported an increase inthe number of courses offered, 39 percent reported that thenumber of courses had remained the same. As with elementaryschools, less than 20 percent of schools indicated decreases inany of the areas listed.

28

Table 13.--Percent of public elementary and secondaryschools indicating how various aspects of theschool’s arts program have changed in the past 5years: 1994

Aspect of Remained

4

NotIncreased tie ~m~ Decrease ~v~~learts programs

Elementary schools

Instruction time. . . . . . . . . . .

Enrollment . . . . . . . . . . . .

Number oftutsstaff. . . . . . . . .

Allocation of supplies and material% . .

Funds for teachers’ classroom use . . .

Use of museums, galleries, performance

centers, etc . . . . . . . . . . . .

Secondary schools

Number of courses . . . . . . . . .

Enrollment . . . . . . . . . . . .

Number ofartastaff. . . . . , . . .

Allocation of supplies and materiala . .

Funds for teachers’ classroom use . . .

Use of museums, galleries, performance

centers, etc. .o . . . . . . . . .

28 60

41 46

20 - 6630 5229 49

26 51

50 3962 3028 6136 4533 43

27 48

12

13

14

16

18

10

11

8

1018

19

9

.

2

5

14

.

.

2

5

16

- “Not available” does not apply to this response ~ion.

NOTE: Percents may not sum to 100 because of rounding and details may not add tototals because of rounding for weighted estimates.

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Suwey System, “ARS Education Survey; FRSS 50,1994.

Decision Makers The implementation of arts education programs is primarily

Regarding thedetermined at the local level. Schools were asked the extent towhich teachers, school administrators, district personnel, state

Arts Programs departments of education, or parents make decisions regarding

Offered inschools’ arts programs. Approximately one-half of publicelementary and one-half of public secondary schools indicated

Public Schools that teachers make decisions regarding arts programs to a greatextent. Approximately one-third of all schools reported thatschool administrators and school districts also have a greatinfluence on the arts programs. Parents and state departments ofeducation are the least likely to influence schools’ arts programs,with between 47 and 62 percent of schools indicating that thesetwo sources have little or no influence over how schools providearts education (table 14).

29

Table 14.--Percent of public elementary and secondaryschools indicating the extent to which variousinfluencers make decisions regarding the school’sarts program: 1994

Gnxt Moderate Small orInfluence on arts program exteat extent no extent

Elementay schools

School teachers . . . . . . . . . . .School administrator . . . . . . . .District . . . . . . . . . . . . . .state . . . . . . . . . . . . . . .Psrents . . . . . . . . . . . . . .

Secondary schools

Schoolteachers . . . . . . . . . . .School administrators . . . . . . . .District . . . . . . . . . . . . . .state . . . . . . . . . . . . . . .Parents . . . . . . . . . . . . . .

47353618 -9

573835187

3443403533

2946443231

1822244758

1515215062

NOTIL Pe-rnay notsumto lCM)because ofruunding anddetails maytiaddtototals &cause of rounding for weighted Amates.

SOURCE: U.S. Depattrrmt of Education, National Center for Education Statistics. FastResponse Swvey System, “Afis Education %vey~ FRSS 50,1994.

Schools’ V i e w s L ~gene , respondents to the elementary and secondary schoolsurveys consider education in the arts important relative to other

on the academic subjects. Music, visual arts, and creative writing wem

Importance of viewed as essential or very important by nearly all of the school

Arts Educationstaff who responded to the sumeys (figure 17). Drama/theatrewas not considered as important as these three arts subjects, anddance was considered the least important of all.

30

Figure 17.--Percent of respondents indicating that educationin various arts subjects is essential or veryimportant relative to other academic subjects:1994

Porcont of Seflools

1001

I 8484 85 *q

80

60

40

20

0I

MUSIC

■ Elementary

❑ Secondafy

43

I

37

Visual arts Dramd Creatwe Dancet heatre wrtimg

Importance

SOURCE: U.S. Department of Education. National Center for Education Statistics, FastResponse Survey System, “A~s Edu@iori &INcy,” FRSS 50,1994.

Summary and ‘h e surveys of arts education in public elementary and

Conclusionssecondary schools provided important information on the statusof arts education in the United States and the extent to whichpublic schools are including the arts as core subjects in theircurricula

When respondents were asked their views on the importance ofeducation in the arts relative to other academic subjects, mostindicated that arts education was essential or very important.However, other data obtained fkom the surveys suggest that artseducation may not be receiving the kind of emphasis that wouldreflect such views.

The basic findings on arts education in public elementaryschools support the conclusion that, in general, the primary focusof arts education is music and visual arts. Creative writingtypically is incorporated into the language arts curriculum, ratherthan taught separately by a creative writing specialist. Danceinstruction by a dance specialist is rare, and dramatic and theatreactivities are most often used by classroom teachem to reinforceinstruction in other subjects. A comparison of the data for musicand visual arts instruction in elementary schools indicates thatmusic instruction is receiving more commitment than visual artsin several respects. More schools reported that music is includedin their instructional program, and music is more often taught byinstructors certified to teach music, rather than by classroom

31

teachem. Furthermore, a higher percentage of elementaryschools employ specialists on a full-time basis to teach musicthan they do for visual arts. Schools also are more likely toprovide specially equipped spaces for instruction in music.

In spite of these differences, however, elementary students seemto be receiving about the same amount of instruction time in thetwo arts subjects. The difference appeam to be that classroomteachem are more likely to teach visual arts than to teach music.This does not necessarily mean that the instruction is inferior,however. According to the National Endowment for the Arts(1988), there has been disagreement about who should teach thearts in elementary school-specialists or classroom teachers.Those who argue for arts specialists contend that “a teacher whodoes not know how to play a musical instrument, read music,write a poem, draw the human figure in action, dance, or actcannot possibly teach children anything substantive about thesearts” (p. 110). Those who favor classroom teachem providinginstruction in the arts argue that these teachers are no lessprepared to teach the arts than they are to teach other academicsubjects, such as science or history. The findings ffom thissurvey suggest that school administrators may be more inclinedto take the view that classroom teachers are prepared to teachvisual arts, but teachem must be able to play a musicalinstrument or read music before they can adequately teachmusic. Nevertheless, even though classroom teachers may notbe teaching music during separate class time, the majority ofschools reported that music specialists am consulting withregular classroom teachers on incorporating music into academicinstruction, as are the specialists in visual arts.

Arts education in public secondary schools mirrors that ofelementary schools in many respects. Music and visual artseducation are offered in nearl y all of the Nation’s secondaryschools, with music receiving slightly more attention in terms ofnumber of teachem and amount of space allocated forinstruction. The status of education in creative writing anddrama/theatre appears less encouraging. Althoughapproximately half of all schools include separate instruction inthese subjects, schools generally offer an average of about twocourses in each of them. Separate dance instruction is offered inless than one-fifth of the Nation’s public secondary schools.

Elementary and secondary schools are doing very little topromote arts education through the use of external resources,such as artist-in-residence programs or teacher enhancementopportunities. Only about one-third of schools indicated thatthey had hosted any artists-in-residence in the past 5 years. Halfor fewer schools reported that inservice training or otherprofessional development activities in the arts had been offeredto teachers.

School districts’ commitment to keeping arts education in themainstream of basic education is shown in several ways. Aside

32

from the allocation of funds to afis education, districts alsosupport the arts by developing and providing curriculumguidelines in different arts subjects and by employing artscurriculum coordinators. In general, the majority of schools thatoffer instruction in the five arts subjects addressed in this surveyindicated that curriculum guidelines were provided. Curriculumspecialists in the arts, however, are on staff in only about one-third of the Nation’s schools. With respect to encouragingachievement in the arts in general, 61 percent of all secondaryschools reported that their districts have enacted graduationrequirements that either require credit specifically in the arts orinclude them as an option within a specified group of subjects.

Possible future research in this area might include a morein-depth look at the content of the arts curricula being presentedto students today. Also, with the publication of the voluntaryNational Standards for Arts Education, it will be possible toassess student achievement and progress by comparing thesestandards with what students are actually learning in schools.Additional research might also look at the pedagogy of artseducation, particularly with respect to the views of teachers andarts specialists on how to best foster the artistic creativity ofyoung people in a school setting.

33

Appendix A

Survey Methodologyand

Data Reliability

35

SurveyMethodologyand DataReliability

Sample Selection

‘he sampling frame for the FRSS Arts Education Survey wasconstructed from the 1992-93 NCES Common Core of Data(CCD) public school universe file and included over 78,000public elementary, secondary, and combined schools. Excludedfrom the frame were special education, vocational, andaltemative/other schools, schools in the territories, and schoolswith the highest grade lower than grade one.

Since two separate questionnaires were used for thissurvey-one for elementary and one for secondaryschools-separate stratified samples of751 schools wereselected for each survey. Combined schools were given achance of selection for both surveys. Those combined schoolsthat were selected for the elementary sample were not given achance of selection when the secondary sample was drawn.However, no bias resulted from this process, since the originalsamples were randomly selected. A combined school that wasselected from the elementary school frame was requested tocomplete only the elementary school questionnaire, while oneselected from the secondary school ffarne was requested tocomplete only the secondary school questiomaire.

The two samples were stratified by geographic region(Northeas4 Southeast, Central, and West), metropolitan status(city, urban IYinge, town, and rural), and school size (less than300,300 to 599, and 600 or more for elementary; less than 400,400 to 999, 1,000 or more for secondary). The samples sizeswere then allocated to the primary strata in rough proportion tothe aggregate square root of the enrollment of schools in thestratum. The use of the square root of enrollment to determinethe sample allocation was expected to be reasonably efficient forestimating both school-level characteristics (e.g., percentage ofschools that provide more than 1 hour of music instruction) andquantitative measures correlated with enrollment (e.g., thenumber of arts specialists or arts classes). Further, the samplesizes were large enough to permit analyses of the twoquestiomaires (along one dimension) by the four regions, foururbanicity classes, and three enrollment size classes (table 15).

37

Table 15.--Number and percent of responding public schoolsin the study sample and estimated number andpercent of public schoois the sample represents,by school characteristics: 1994

School characteristic

~

All p u b l i c elementq sckds . . . .

Size of enrollmentLessthan 300 . . . . . . . . . . .3ooto599 . . . . . . . . . . . .6000rmom . . . . . . . . . . . ,

Metropolitan StiitUS

City . . . . . . . . . . . . . . .Urban fringe . . . . . . . . . . . .Town . . . . . . . . . . . . . .Rural . . . . . . . . . . . . . .

Geographic regionNortheast . . . . . . . . . . . . .southeast ...,......,..Central . . . . . . . . . . . . . .West . . . . . . . . . . . . . . .

All public secondary schools . . . .

Size of enrollmentLessthan400 . . . . . . . . * . .4ooto999 . . . . . . . . . . . .1,000 ormom . . . . . . . . . . ,

Metmpditan ShtUS

City . . . . . . . . . . . . . . .Ufianfringe . . . . . . . . . . . .Town . . . . . . . . . . . . . .Rural . . . . . . . . . . . . . .

Geographic regionNortheast . . . . . . . . . . . . .southeast . . . . . . . . . . . . .Central . . . . . . . . . . . . . .West . . . . . . . . . . . . . . .

679

123318238

178185169147

139160176204

697

132297268

151176195175

133163193208

100

184735

2627?J

22

20242630

100

194338

22252825

19232830

58.261

15,51026,29316,458

14,35614,90314,35914,642

11,88512,80316,16717,407

19,900

6,9918,0494,860

3,3704,0005,3207210

3,3024,1076,3196,173

100

274528

2526~7A

2022

2830

100

35#24

17202736

17213231

LNOTE: Pements may not sum to 100 because of rounding and details may not add tototals because of rounding for weighted estimates.

SOURCE: U.S. Department of Education, National Center for Education Statistics, FastResponse Survey System, “Arts Education Sumey,” FRSS 50,1994.

38

Respondents andResponse Rates

Sampling andNonSamplingErrors

In October 1994, questiomaires (see appendix C) were mailedto751 public elementary school principals and 751 secondaryschool principals. The principal was asked to either completethe questionnaire or have it completed by the person in his or herschool who was most knowledgeable about the school’s artprogram. Principals completed 67 percent of the elementaryschool questionnaires and 57 percent of the secondaryquestiomaires. Teachers and arts specialists completed 24percent of the questionnaires at both instructional levels. Theremainder of the questiomaires were completed by other officestaff (8 percent for elementary schools and 18 percent forsecondary schools).

For the elementary survey, 15 schools were found to be out ofscope (no longer at the same location or serving the samepopulation), leaving 736 eligible schools in the sample. For thesecondary survey 13 schools were out of scope, leaving 738eligible schools in the sample. Telephone followup ofnonrespondents was initiated in mid-NovembeG data collectionwas completed by mid-January 1995 with 679 schools in theelementary sample and 697 in the secondary sample (table 15).Thus, the final response rates were 92 percent for the elementarysurvey and 94 percent for the secondary survey. The weightedresponse rates were 93 percent and 94 percent, respectively.Item nonmponse ranged from 0.0 to 1.0, with one item at 1.6percent.

The response data were weighted to produce national estimates.The weights wem designed to adjust for the variableprobabilities of selection and differential nonresponse. Thefindings in this rqmrt are estimates based on the sample selectedand, consequently, are subject to sampling variability.

The survey estimates are also subject to nonsampling errors thatcan arise because of nonobservation (nonresponse ornoncoverage) errors, errors of reporting, and errors made incollection of the data. These errors can sometimes bias the dataNonsampling errors may include such problems as thedifferences in the respondents’ interpretation of the meaning ofthe questions; memory effects; misrecording of responses;incorrect editing, coding, and data entry; differences related tothe particular time the survey was conducted; or errors in datapreparation. While general sampling theory can be used in partto determine how to estimate the sampling variability of astatistic, nonsampling errors are not easy to measure and, formeasurement purposes, usually require that an experiment beconducted as part of the data collection procedures or that dataextemd to the study be used.

To minimize the potential for nonsampling errors, thequestionnaire was pretested with principals and arts specialistslike those who completed the survey. During the design of thesurvey and the survey pretest, an effort was made to check for

39

Variances

BackgroundInformation

consistency of interpretation of questions and to eliminateambiguous items. The questiomaire and instructions we~extensively reviewed by the National Center for EducationStatistics, the National Institute for Student Achievement,Curriculum, and Assessment, and the National Endowmenlthe Arts. Manual and machine editing of the questiomaire

for

responses were conducted to check the data for accuracy andconsistency. Cases with missing or inconsistent items wererecontacted by telephone. Imputations for item nonresponsewere not implemented, as item nonresponse rates were very low(less than 2 percent), Data were keyed with 100 percentverification.

The standard error is a measure of the variability of estimatesdue to sampling. It indicates the variability of a sample estimatethat would be obtained from all possible samples of a givendesign and size. Standard errors are used as a measure of theprecision expected from a particular sample. If all possiblesamples were surveyed under similar conditions, intervals of1.96 standard errors below to 1.96 standard errors above aparticular statistic would include the true population parameterbeing estimated in about 95 percent of the samples. This is a 95percent confidence interval. For example, the estimatedpercentage of elementary schools reporting that they offerinstruction in visual arts is 85 percent, and the estimated standarderror is 1.5 percent. The 95 percent confidence interval for thestatistic extends from [85 - (1.5 x 1.96) to 85 + (1.5 x 1.96)], orfrom 82.1 to 87.9.

Estimates of standard errors were computed using a techniqueknown as jackknife replication. As with any replication method,jackknife replication involves constructing a number ofsubsarnples (replicates) from the full sample and computing thestatistic of interest for each replicate. The mean square error ofthe replicate estimates around the full sample estimate providesan estimate of the va.nance of the statistic (see Welter 1985,Chapter 4). To construct the replications, 50 stratifiedsubsamples of (he full sample were created and then dropped oneat a time to detlne 50 jackknife replicates. A proprietarycomputer program (wESVAR), available at Westat, Inc., wasused to calculate the estimates of standard errors. The softwareruns under IBM/OS and VAX/VMS systems.

The survey was performed under contract with Westat, Inc.,using the NCES Fast Response Survey System (FRSS). Westat’sProject Director was Elizabeth Farns, and the Survey Managerwas Nancy Carey. Judi Carpenter was the NCES ProjectOfficer. The data were requested by Michael Sikes of theNational Endowment for the Arts, in coordination with Rita Fey,National Institute on Student Achievement. Curriculum, andAssessment, OERI, U.S. Department of Education.

40

References

The survey instruments were developed with input from severalpersons in the field of arts education, including individuals fmmthe following organizations: the Music Educators NationalConference, the Council for Research in Music Education, theGetty Center for Education in the Arts, the National Assembly ofState Arts Agencies, the American Association of SchoolAdministrators, the National Dance Association, the ArtsEducation Partnership Working Group, the American Alliancefor Theatre and Education, and the Educational TheatreAssociation. In addition, arts specialists and school principalswho attended a focus group meeting to review the questionnairesprovided valuable input as to the appropriateness of questionsand wording of items.

This report was reviewed by the following individuals:

outs ide NCES

■ Tom Bradshaw, National Endowment for the Arts

■ Eleanor Dougherty, National Institute on StudentAchievement

■ Jackie Quay, Fitton Center for the Creative Arts, Hamilton,Ohio

Inside NCES

■ Charlene Hoffman, Data Development Division

■ Bill Fowler, Dan Kasprzyk, and Marilyn McMillan,Elementary and Secondary Education Statistics Division

■ Michael Cohen and William Hussar, Statistical Standardsand Methodology Division

For more information about the Fast Response Survey System orthe Arts Education Survey, contact Judi Carpenter,Elementary/Secondary Education Statistics Division, OffIce ofEducational Research and Improvement, National Center forEducation Statistics, 555 New Jersey Avenue, NW, Washington,DC 20208-5651, telephone (202)219-1333.

Consortium of National Arts Education Associations. 1994.National Standards for Arts Education. Reston, VA: MusicEducators National Conference.

Leonhard, C. 1991. Status of Arts Education. Urbana-Champaign: Council for Research in Music Education,University of Illinois.

41

National Endowment for the Arts. 1988. Toward Civilization: AReport on Arts Education. Washington, DC.

The WESVAR Procedures. 1989. Rockville, MD: Westat, Inc.

U.S. Public Law 103-382. 103d Cong., 20 Oct. 1994. ImprovingAmerica’s Schools Act of 1994.

Welter, K. 1985. Introduction to Variance Estimation. Springer-Verlag.

42

Definitions Artist-in-residence - A visual, literary, or performing artist orfolklorist who visits a school for an extended period for thepurposes of teaching artistic techniques and concepts, conducting

Terms Defined on inservice teacher training, or consulting in the development of

the Survey curricula Artists-in-residence may be sponsored by the district

Questionnaireor by the school directly.

Classroom teacher - A certified education professional whoinstructs students in abroad range of subject areas on a regularbasis.

Creative writing - An instructional program that describes theprocess and techniques of original composition in variousliterary forms, such as short stories, plays, and poetry.

Creative writing specialist - A certified education professionalwho has expertise in creative writing and is responsible for aschool’s creative writing program.

Dance - An instructional program that prepares students toexpress themselves through the performance of one or more ofthe dance disciplines, including balle~ modem, jazz, ethnic, andfolk dance, and that describes dance as a cultural phenomenon.Includes instruction in choreography, dance history andcriticism, and dance production.

Dance specialist - An education professional who is certified toteach dance.

District - An education agency at the local level that existsprimarily to operate public schools. In this questionnaire, theterm “district” includes smaller units of administration, such asareas.

Drama/theatre -An instructional program that generallydescribes the study of dramatic works and their performance.Includes instruction in dramatic literature, dramatic styles andtypes, and the principles of organizing and producing plays.

Drama/theatre specialist - A certified education professionalwho has expertise in drama/theatre and is responsible for aschool’s dra.ma/theatre program.

Music - An instructional program that generally describes thestudy and appreciation of music and the study of musicperformance. Includes instruction in music appreciation, musictheory, the historical development of music, the fundamentals ofvarious musical instruments, and vocal and instrumental (bandand orchestra) performance.

Music specialist - An education professiomd who is certified toteach general, vocal, or instrumental music.

43

Sample Universeand ClassificationVariables

Technology - Instructional tools such as computem, 1- and 2-way video, CD-ROM, telecommunications, multimedia,hypermedia, networks, etc., that are incorporated in instructionalcomponents in order to enhance teaching and learning in the arts.

Visual arts - An instructional program of arts disciplines thatincludes fine arts, communication and design arts, architectureand environmental arts, and crafts such as ceramics, jewelry, andworks in wood, paper, and other materials.

Visual arts specialist - An education professional who iscertified to teach visual arts.

Metropolitan status

Urban - a central city of a Standard Metropolitan StatisticalArea (SMSA).

Urban fkinge - a place within an SMSA of a central city, but notprimarily its central city.

Town - a place not within an SMSA, but with a populationgreater than or equal to 2,50(1 and defined as urban by the U.S.Bureau of the Census.

Rural - a place with a population less than 2,500 and defined asrural by the U.S. Bureau of the Census.

Geographic region

Northeast - Comecticut, Delaware, District of Columbi&Maine, Maryland, Massachusetts, New Hampshire, New Jersey,New York, Pemsylvania, Rhode Island, and Vermont.

Southeast - Alabama, Arkansas, Florid% Georgia, Kentucky,Louisiana, Mississippi, North Carolina, South Carolina,Tennessee, Virginia, and West Virginia.

Central - Illinois, Indiana, Iowa Kansas, Michigan, MinnesotaMissouri, Nebraska North Dakota, Ohio, South Dakota, andWisconsin.

West - Alaska, Arizon& Califomi& Colorado, Hawaii, Idaho,Montana, Nevada, New Mexico, Oklahoma, Oregon, Texas,Utah, Washington, and Wyoming.

44

Appendix B

Tables of Standard Errors

45

List of Tables with Standard Errors

Table Page

la

2a

3a

4a

5a

6a

7a

8a

9a

10a

lla

12a

13a

14a

15a

16

Standard errors of the percent of public elementary schools with full- and part-time arts specialists, by the number of specialists on stall 1994 . . . . . . . . . . . 49

Standard errors of the mean number of minutes per week students in publicelementary schools receive separate instruction in music and visual arts fromboth arts specialists and classroom teachers: 1994. . . . . . . . . . . . . . . . . . . 50

Standard errors of the percent of public elementary schools that offer instructionin music and visual arts and indicating that a specially equipped space is provided.byschool characteristics: 1994..... . . . . . . . . . . . . . . . . . . . . . . . .51

Standard errors of the percent of public elementary schools with music and visualarts specialists on staff and indicating the use of different activities in their teaching:1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Standard errors of the percent of public secondary schools that offer separateinstruction in various arts subjects, by school characteristics: 1994. . . . . . . . . . 53

Standard errors of the mean number of courses, teachers, and specially equippedspaces provided by public secondary schools, by arts subject: 1993-94 . . . . . . . 54

Standard emors of the percent of public elementary and secondary schools havinga district arts coordinator or curriculum specialist in the arts, by schoolcharacteristics: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...55

Standard errors of the percent of public secondary schools requiring credit in thearts for graduation, by school characteristics: 1994 . . . . . . . . . . . . . . . . . . . 56

Standard errors of the percent of public elementary and secondary schoolsoffering inservice training or other professional development activities in thearts, by school characteristics: 1993-94. . . . . . . . . . . . . . . . . . . . . . . . . 57

Standard errors of the mean number of informal and formal exhibitions andperformances of students’ art work in all public elementary and secondaryschools: 1993 -94 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...58

Standard errors of the percent of public elementmy and secondary schools thatpublish literary magazines of students’ work, by school characteristics: 1994. . . . 59

Standard errors of the percent of public elementary and secondary schoolsindicating the extent of parental involvement in various activities related totheschool’s artsprogram: 1994..... . . . . . . . . . . . . . . . . . . . . . . . .60

Standard errors of the percent of public elementary and secondary schoolsindicating how various aspects of the school’s arts program have changed inthepast5years: 1994 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .61

Standard errors of the percent of public elementary and secondary schoolsindicating the extent to which various influencers make decisions regarding theschool’s artsprogram: 1994..... . . . . . . . . . . . . . . . . . . . . . . . ...62

Estimates and standard errors for the figures: 1994. . . . . . . . . . . . . . . . . . 63

Percent and standard errors of the percent of public elementary schools thatoffer instruction in various arts subjects, by school characteristics: 1994. . . . . . . 67

47

Table la.--Standard errors of the percent of public elementary schools with full- and part-time arts specialists, by the number of specialists on staff: 1994

Number of specmlists 31US1C Visual arts

Full time1 . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .3 ormore . . . . . . . . . . . . .

Patt time1 . . . . . . . . . . . . . . . .2 . . . . . . . . . . . . . . . .3 ormore . . . . . . . . . . . . .

. .

. .

. .

. .

. .

. .

. . .

. . .. . .

. . .. . .. . .

. .

. .

. .

. .

. .

. .

.

.

.

.

.

.

2.1 ~. 1.. 2.0 2.1

1.1 0.7

2.3 ~. 4.. 2.5 2.2

. 1.7 1.3

NOTE: Based on the number of elementmy schools that have arts specialists in each subject: music -52,105 (92 percent): visual am -35,578 (72 percent).

SOURCE: U.S. Department of Education,Sumey,” FRSS 50, 1994.

National Center for Education Statlstlcs, Fast Response Survey System, “Arts Education

49

Table 2a.--Standard errors of the mean number of minutes per week students in publicelementary schools receive separate instruction in music and visual arts fromboth arts specialists and classroom teachers: 1994

Type of instmction Meart number of minutes

Music

Allschools offering music . . . . . . . . . . . . . . . . . . . . . . . . .

Schools where instmalon is provided by both specialists and classroom teachers , . .

Schools where instruction is provided by specmlists only . . . . . . . . . . . . .

Schools where instruction IS provided by classroom teachers ordy . . . . . . . . .

1.8

3.6

2.1

6.3

Visual arts

Allschools offering visual arts... . . . . . . . . . . . . . . . . . . . . 1.9

Schools where instruction is provided by both specialists and classroom teachers . . . 2.9

Schools where instruction is provided by specialists only. . . . . . . . . . . . . 3.4Schools where instruction is provi&d by classroom teachers only . . . . . . . . . 3.9

NOTE: Based on the number of elementary schools that offer instruction in each subject: music -56,663 (97 percent~ visual arts -49,683 (85 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Suwey System, “Arts EducationSusvey,” FRSS 50,1994.

50

Table 3a.--Standard errors of the percent of public elementary schools that offer instructionin music and visual arts and indicating that a specially equipped space isprovided, by school characteristics: 1994

Schooi chamctenstlc Music Visual arts

Allpublic elementary schools . . . . . . . . . . . . . 2.2 2.1

Size of enrollmentSm~ . . . . . . . . . . . . . . . . . . . . . . . 6.4 5.7

Moderate . . . . . . . . . . . . . . . . . . . . . . 2.6 3.3

Large . . . . . . . . . . . . . . . . . . . . . . . . 2.1 2.9

Metropolitan S~US

City . . . . . . . . . . . . . . . . . . . . . . . . 2.9 3.7

Urban fringe . . . . . . . . . . . . . . . . . . . . . 3.5 4.0

Town . . . . . . . . . . . . . . . . . . . . . . . . 3.7 3.8

Rural . . . . . . . . . . . . . . . . . . . . . . . . 5.1 4.6

Geographic t@onNortheast . . . . . . . . . . . . . . . . . . . . . . 4.3 3.9

southeast . . . . . . . . . . . . . . . . . . . . . . 4.0 4.4Central . . . . . . . . . . . . . . . . . . . . . . . 4.1 4.7West. . . . . . . . . . . . . . . . . . . . . . . . 4.2 4.0

NOTE: Basedonthenumberofelementatyschookthtioffertistm&onb@subjm: music-56,663(97pementJtisudarts-49,683 (85petccnt).

SOURCE: U. S.h_atof Edu=tim, Ntiond~nmrfor Etidm Stiistics, F=t Respnse W~ey Sys_, "Ati~u4mSutvey,” FRSS 50, 1994.

51

Table 4a.--Standard errors of the percent of public elementary schools with music andvisual arts specialists on staff and indicating the use of different activitiesin their teaching: 1994

Teaching activity Music Visual afis

Integrate other acadenuc subjects in arts instruction . . . . . . 1.9 1.6

Consult with classroom teachers on incorporating the atis

into the teaching of other academic subjects . . . . . . . 1.9 1.9

Collaborate or team teach with other arts specialists . . . . . . 1.9 2.4

NOTE: Based on the number of elementary schools that have arts specialists m each subject: music -52,105 (92 percent); visual am-35,578 (72 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “A* EducationSurvey,” FRSS 50, 1994.

52

Table 5a.--Standard errors of the percent of public secondary schools that offer separateinstruction in various arts subjects, by school characteristics: 1994

Visual Drama/ CreativeSchool characteristic Music arts theatre writing Dance

All public secondary schools . . . . 1.4 1.4 2.0 1.2 2.3

Size of endmentSmal l . . . . . . . . . . . . . 3.7 3.8 4.3 1.5 4.4Moderate . . . . . . . . . . . . . 1.0 1.7 3.0 1.8 2.5Large . . . . . . . . . . . . . . . 0.6 1,2 2.6 2.8 3.1

Metropolitan statusCity . . . . . . . . . . . . . . . 0.9 1.7 4.3 - 3.1 4.5urban fMge . . . . . . . . . . . . 0.9 1.9 3.3 3.7 3.2Town . . . . . . . . . . . . . . . 2.3 2.8 3.8 1.7 3.8Rural . . . . . . . . . . . . . . . 3.2 3.2 4.3 1.6 4.2

Geographic regionNofieast, . . . . . . . . . . . . 1.2 1.1 4.8 2.5 5.0Southeast . . . . . . . . . . . . . 2.1 3.3 3.9 3.1 4.3Central . . . . . . . . . . . . . . 0.6 2.3 4.1 1.7 5.1West . . . . . . . . . . . . . . . 4.1 4.1 3.9 2.6 4.2

SOURCE: U.S. Depatrnent of Education, National Center for Education Statistics, Fast Response Swvey System, “Arts EducationSurvey,” FRSS 50, 1994.

53

Table 6a.--Standard errors of’ the mean number of courses, teachers, and specially equippedspaces provided by public secondary schools. by arts subject: 1993-94

Progmrn characten stlc Music Visual arts Drama/theatre Creative writing Dance

Number of courses. . . . . . . . , . 0.2 0.2 0.2 0.2 0.2

Number of teachers. . . . . . . . . . 0.1 0.1 0.1 0.1 0.1Number ofroom~ . . . . . . . . . . 0.1 0.1 0.1 0.1 0.1

NOTE: Based on the number of secondasy schools that offer instruction in each subject: music -18,755 (94 percent); vssual asts -17.631 (89 percent); drarrdtheatre -10,740 (54 percent); creatwe writing -9,256 (46 percent); dance - 2,616(13 percent).

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, ‘Arts EducahonSurvey,” FRSS 50, 1994.

54

Table 7a.--Standard errors of the percent of public elementary and secondary schoolshaving a district arts coordinator or curriculum specialist in the arts, by schoolcharacteristics: 1994

Sdmol characteristic I Elementary I Secondary

AUpublic schools . . . . . . . . . . . . . . . . . . 2.3 1.9

Size of enrollmentSmall . . . . . . . . . . . . . . . . . . . . . . . 4.2

Moderate . . . . . . . . . . . . . . . . . . . . . . 2.7Large. . . . . . . . . . . . . . . . . . . . . . . . 3.6

Metropolitan statusCity.. . . . . . . . . . . . . . . . . . . . . . . 4.0Urbanfringe. . . . . . . . . . . . . . . . . . . . . 4.1Town.. . . . . . . . . . . . . . . . . . . . . . . 3.3Rural . . . . . . . . . . . . . . . . . . . . . . . . 3.6

4.32.73.5

4.64.03.64.0

Geographic regionNod-ieast. . . . . . . . . . . . . . . . . . . . . . 4.1 4.0Southeast. . . . . . . . . . . . . . . . . . . . . . 4.2 3.6

Central . . . . . . . . . . . . . . . . . . . . . . . 3.6 3.9West. . . . . . . . . . . . . . . . . . . . . . . . 3.5 4.1

SOURCE: U.S. DepmtmentofEducation, National CenterforEducation Statistics,Fast ResponseSuweySystern, ’’A*EducationSutvey~FRSS50,1 994.

55

Table 8a.--Standard errors of the percent of public secondary schools requiring credit in thearts for graduation, by school characteristics: 1994

Credit in the arts required,

School characteristic Credit spaficaily m but as an option within athe arts reqmred group of specified subjects 1

All public seconda~ schools2

Size of enrollmentSmall . . . . .Moderate . . . .Large . . . . .

Metropolitan statusCity . . . . . .U r b a n fringe. . .Town . . . . .Rural. . . . . .

Geographic regmnNortheast. . . .southeast . . . .Central. . . . .West . . . . . .

. .

. .

. .

. .

. .“.

. .

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. .. .. .

. .. .. .. .

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....

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..

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....

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...

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...

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..

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..

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.

.

2.6

5.43.43.3

4.64.54.44.6

4.95.04.44.6

1.8

3.52.92.8

3.85.04.03.1

3.53.23.53.9

lFor example, att, foreign language, or computer science.

2Based on schools that are not intermediate or junior high schools and include gmde 12: 80 percent of all secondary schools.

SOURCE: U.S. Depatment of Education, National Center for Education Statistics, Fast Response Survey System, “Arts EducationSurvey,” FRSS 50, 1994.

Table 9a.--Standard errors of the percent of public elementary and secondary schoolsoffering inservice training or other professional development activities in thearts, by school characteristics: 1993-94

School characteristic I Elementary I Secondary

AUpublic schools . . . . . . . . . . . . . . . . . .

Size of enrollmentSmall. . . . . . . . . . . . . . . . . . . . . . . .Moderate . . . . . . . . . . . . . . . . . . . . . .Large . . . . . . . . . . . . . . . . . . . . . . . .

Metropolitan statusCity . . . . . . . . . . . . . . . . . . . . . . . .Urban fringe . . . . . . . . . . . . . . . . . . . . .l-own. . . . . . . . . . . . . . . . . . . . . . . .Rural. . . . . . . . . . . . . . . . . . . . . . . .

Geographicre~onNortheast. . . . . . . . . . . . . . . . . . . . . .southeast. . . . . . . . . . . . . . . . . . . . . .Central. . . . . . . . . . . . . . . . . . . . . . .West. . . . . . . . . . . . . . . . . . . . . . . .

2.1

4.33.03.2

4.13.83.94.5

4.94.23.23.4

2.1

3.93.03.2

4.53.94.04.1

4.83.83.34.1

SOURCE: U.S. Depatment of Education, Nationa.l CenterforEducation Statistics,Fast Response Su~ey System, ’’Arts Educationsu.rvey;FRss50,1 994.

.

57

Table 10a.--Standard errors of the mean number of informal and formal exhibitions andperformances of students’ art work in all public elementary and secondaryschools: 1993-94

Type of art presentahon Elementary Secondary

MusicIn.fomld . . .Formal. . . .

Visual artsInformal . . .Formal. . . .

Drarna/theatreInformal . . .Formal. . . .

DanceInfom’ral . . ,Formal. . . .

. .

. .

. .

. .

. .

. .

. .

. .

.

.

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.,

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.0

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.

. 0.2 0.4

. 0.1 0.4

. 0.3 0.3

. 0.1 0.1

.

.

. 0.1 0.1

. 0.1 0.1

0.20.1

0.20.2

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Arts EducationSurvey,” FRSS 50, 1994.

Table lla.--Standard errors of the percent of public elementary and secondary schools thatpublish literary magazines of students’ work, by school characteristics: 1994

School characteristic Elementary Secondaly

AUpublic sc+mols . . . . . . . . . . . . . . . . . . . 1.5 1.9

Size of enrollmentsmall . . . . . . . . . . . . . . . .. *.*.** 3.0 3.4Modem@. . . . . . . . . . . . . . . . . . . . . . 2.1 2.8Large . . . . . . . . . . . ..e. . . . . . . . . . 2.4 2.4

Metropolitan StiltUS

City . . . . . . . . . . . . . . . . . . . . . . . . 29 4.2

Ulbanftige. ● . . . . . . ● . ● . . . s . . . ● . ● 3.0 4.1

Town. . . . . . . . . . . . . . . . . . . . . . . . 28 3.7

Rural . . . . . . . . . . . . . . . . . . . . . . . . 29 3.0

Geographicn@mNortheast. . . . . . . . . . . . . . . . . . . . . . 3.4 4.2

southeast. . . . . . . . ● . . ● . . . . . . . . ● . 2.9 3.6

Centml. . . . . . . . . . . . . . . . . . . . . . . 3.0 3.4West. . . . . . . . . . . . . . . . . . . . . . . . 22 4.1

SOURCE: U.S. DepartrnentofEducation, NtioA CenterforEdu@ion*istics, Fmt Response Survey System,’’A-UtimSwveyUFRSS50,1 994.

Table 12a. --Standard errors of the percent of public elementary and secondary schoolsindicating the extent of parental involvement in various activities related to theschool’s arts program: 1994

Kind of Great Moderate Little or Not

parental involvement extent extent no extent applicable

Elementary schools

Attending school atts events . . . . . . . . . . . . . . . 1.7 2.0 1.5 1.1Sponsor ing fundraising activities for the acts . . . . . . . . . 1.7 1.6 1.6 1.8Sponsoring art exhibitions or visiting petfotmers . . . . . . , 1.4 1.8 1,7 1.7Volunteering in ms programs,

Secondary schools

Attending school arts events .Sponsoring Booster Clubs , .

. . . . . . . . . . . . . . 1.3 1.7 2.1 1$2

. . . . . . . . . . . . . . 1.7 2.1 1.7 1.4

. . . . . . . . . . . . . . 1.8 2.3 1.9 1.7Sponsor ing fundraising activities for the atts . . , . . . . . . 1.6 1.8 2.1 1,5Sponsoring art exhibitions or visiting performers , . . . . . . 1.0 1.9 2.1 1.8Volunteering inartsprogramso . . . . . . . . . . . . . . 1.1 2.0 2.0 1.5

1 “Not ~pli~le” indicates the respondents reported that this activity was not an ophon at this school.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “A* EducationSurvey,” FRSS 50, 1994,

.

60

Table 13a.--Standard errors of the percent of public elementary and secondary schoolsindicating how various aspects of the school’s arts program have changed in thepast 5 years: 1994

Remained NotAspe~ of am program Increased the same Decreased available

Elementary schools

Instruction time . . . . . . . . . . . . . . . . . . . . . 1.8 2.0 1.3Enrollment . . . . . . . . . . . . . . . . . . . . . . . 2.3 2.0 1.5Number ofarts staff . . . . . . . . . . . . . . . . . . . 1.5 2.0 1.3Allocation of supplies and materials. . . . . . . . . . . . . 1.4 1.9 1.4 0.6

Funds for teachers’ classroom use. . . . . . . . . . . . . . 1.8 1.7 1.6 0.9U s e o f museums, galleries. performance centers, etc. . . . . . . 1.4 2.2 - 1.0 1.5

!Xxondav schools

Number of courses . . . . . . . . . . . . . . ...’.. 2.4 2.3 1.5Enrollment. . . . . . . . . . . . . . . . . . . . . . . 2.4 2.4 1.0Number ofiuts staff . . . . . . . . . . . . . . . . . . . 1.6 1.5 1.4AUocatlon of supplies and materials. . . . . . . . . . . . . 2.1 2.0 1.5 0.6Funds for teachers’ ckzssroom use. . . . . . . . . . . . . . 2.1 2.0 1.5 0.9Use of museums, galleries, performance centers, etc. . . . . . . 1.9 2.2 1.1 1.4

- “Not available” does not apply to this response option.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Smvey System, “Azts Education,Suwey,” FRSS 50, 1994.

61

Table 14a.--Standard errors of the percent of public elementary and secondary schoolsindicating the extent to which var]ous influencers make decisions regarding theschool’s arts program: 1994

Great Moderate Small orInfluence on arts program extent extent no extent

Elementmy schools

School teachers . . .

School administrator .

District . . . . . . .

state . . . . . . . .Parents . . . . . . .

Secondary schools

School teachers . . .

school administrators .

District . . . . . . .

state . . . . . . . .

Parents . . . . . . .

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.

....

1.6

1.7

1.8

1.3

1.2

1.7

1.8

21

2.1

21

1.7

1.8

1.8

2024

. 22 20 1.6

. 2.3 2.1 1.6

. 22 2.5 1.8

. 1.5 20 1.9. 1.1 1.9 21

SOURCE: U.S. Depatmmt of Education, National Center for Education Statistics, Fast Response Survey System, “Arts EducatieoSurvey,” FRSS 50,1994.

62

Table 15a. --Estimates and standard errors for the figures: 1994

StandardFigure Estimate error

Figure 1: Percent of public elementary schoois that offer music and visuai

arts: 1994

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Visual att~ . . . . . . . . . . . . . . . . . . . . . . . . . . .

F’@ure 2: Percent of public elementary schoois with music programs that

inciude generai, inst.wmentai, or vocai music: 1994

Generai, instrumental, andvocal. . . . . . . . . . . . . . . . . . .General andvocal . . . . . . . . . . . . . . . . . . . . . . . .Generai only . . . . . . . . . . . . . . . . . . . . . . . . . . .Generai andinstrumentai . . . . . . . . . . . . . . . . . . . . . .Instrumental andvocal . . . . . . . . . . . . . . . . . . . . . . .Instrumental only . . . . . . . . . . . . . . . . . . . . . . . . .Vocaioniy . . . . . . . . . . . . . . . . . . . . . . . . . . .

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.

Figure 3: Percent of pubiic elementary schoois that ofYer music and visuai arts,

by type of instructor: 1994

MusicTaught byspeciaiistaonly . . . . . . . . .Taught by specialists and ciassmom teachers . .Taught by ciassroom teachers oniy . . . . . .

Visual artsTaught byspecklistsonly . . . . . . . . .Taught by specialists and classroom teachers . .Taught by classroom teachers oniy . . . . . .

. . .● ✎ ✎

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...

.

.

.

Figure 4 Percent of public elementary schools that offer visuai ar@ by type of

instructor, by geographic region: 1994

Taught by SpWkiiStS dy

Northeast . . . . . . . . . . .Southeast . . . . . . . . . . .Central . . . . . . . . . . . .West . . . . . . . . . . . . .

●

✎

✎

✎

. .

. .

. .

. .

Taught by specialists and classroom teachersNortheast . . . . . . . . . . . . . .Southeast . . . . . . . . . . . . . .Central . . . . . . . . . . . . . . .West . . . . . . . . . . . . . . . .

Taught by classroom teachers oniyNortheast . . . . . . . . . . . . . .southeast . . . . . . . . . . . . . .Central .’ . . . . . . . . . . . . . .West . . . . . . . . . . . . . . . .

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9785

0.81.5

56 . 2.315 1.710 1.1

8 1.05 3.72 0.73 0.7

7022

8

432928

58425124

34323022

1.91.41.3

2.41.81.9

4.54.24.04.1

4.54.33.63.5

. 7 2.8

. 26 4.5

. 19 3.8

. 53 4.0

63

Table 15a. --Estimates and standard errors for the figures: 1994--continued

standardFigure Estimate error

Figure 5: Percent of public elementary schools that offer music and visual arts

and are served by arts specialists: 1994

MusicServed by full-time specmlists . . . . . . . . . . . . . . . . . . . . . . . 53Served byp.mt-tim especialistsonly . . . . . . . . . . . . . . . . . . . . 39Served byclassroom teachers only. . . . . . . . . . . . . . . . . . . , . 8

Visual artsServed by ftdl-time specialists . . . . . . . . . . . . . . . . . . . . . ..-39Se~edby pati-time specialists ordy . . . . . . . . . . . . . . . . . . . . 33Semedby classroom teachemordy. . . . . . . . . . . . . . . . . . . . . 28

Figure 6: Percent of public elementary schools that offer dance: 1994

Sepamte dance program taught by a dance specialist. . . . . . . . . . . . . . .Dance is pan of the physical education program and is taught by a dance specialist. . .Dance is part of the physical education program and is taught by a physical education

teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Nodance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Figure 7: Percent of public elementary schools that offer drama and theatre: 1994

Drama/theatre activities are used by classroom teachers to teach other subjects . . . .Separate drartdtheatre program taught by a drarrdtheatre specialist . . . . . . . .Drarnahheatrei spatiofthel anguagea rtscurricuhun . . . . . . . . . . . . . .Nodrandtheatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Figure 8: Percent of public elementary schools that Mer creative writing 1994

Partoflanguage attscurnctdum . . . . . . . . . . . . . . . . . . . . . .0Specialist on staff works with students and consults with teachers regularly. . . . . .Specialist onstaffconsukwi thteachers . . . . . . . . . . . . . . . . . . .Teachers nxeive materials and activities from the district. . . . . . . . . . . . .Outside specialist works with students or teachers on an invitational basis . . . . . .

Figure 9: Percent of public secondary schools that offer separate instruction

in various arts subjects: 1994

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Visual arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Drarna/t.heatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Figure 10: Percent of public elementary schools that offer music and visual

arts and indicating that curriculum guidelines are provided by the district: 1994

4

3

36

57

56

8

16

20

92

3

2

2

1

94

89

54

47

13

2.01.81.3

2.01.81.8

0.70.7

1.6

2.0

1.50.91.41.4

0.90.60.40.50.4

1.41.42.02.31.2

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82 1.6Visual arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78 1.8

64

Table 15a. --Estimates and standard errors for the figures: 1994--continued

StandardFigure Estimate error

Figure 11: Percent of public secondary schoois that offer instruction in various

arts subjects and indicating that curriculum guidelines are provided by the district:

1994

Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Visual arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Drandtheatre. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Figure 12: Percent of public elementary and secondary schoois Indicating awareness ofthe voiuntary Nationai Standards for Arts Education, and percent of those schools

incorporating some of the standards into theJr arts programs: 1994

Elementary schoolsAware of standards . . .Incopxating standards .

Secondary schoolsAware of standards . . .Incorporating standards .

. .. .

. .

.*

. .

. .

. .

. .

.●

✎

✎

. .

. .

. .

. .

. .. .

. .

. .

.

.

.

.

. .

. .

. .

. .

“.

. .

. .

. .

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.

.

.

.

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. .

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. .● ✎

.

.

.

.

.

.

.

.

Figure 13: Percent of pubiic elementary and secondary schools having artista-in-

residence in various arts subjects during the past 5 years:

Elementa~In one or more subjects.Music . . . . .Visual arts. . . .Drama/theatre . .Creative writing .Dane. . . . . .Folklore. . . . .

Secondary

. .

.,

. .

. .

. .

. .

In one or more subjects.N’luslc . . . . . . .Visual arts. . . . . .IkumM.heatre . . . .Creative writing . . .Dance . . . . . . .Foikiore. . . . . . .

....●

✎

✎

✎

✎

✎

✎

✎

✎

✎

. .

. .

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.0

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .

. .. .● ✎

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✎ ✎

✎ ✎

✎ ✎

.

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●

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✎

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.

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. .● ✎

✎ ✎

✎ ✎

✎ ✎

✎ ✎

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✎ ✎

✎ ✎

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.

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. .

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.*● ✎

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.

.●

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✎

Fwure 14: Percent of pubiic elementary and secondary schoois indicating the

contributions their artists-in-residence have made to the school: 1994

ElementqProvided knowledge about art forms to students through exhibition or instructionProvided knowledge about art forms or arts education through teacher inservice .Provided mputoncumculum . . . . . . . . . . . . . . . . . . . . .

SecondaryProvided knowledge about att forms to students through exhibition or instmctiomProvided knowledge about act forms or arts education through teacher inservice .Provided input oncurnculum . . . . . . . . . . . . . . . . . . . . .

......

●

✎

✎

✎

✎

✎

✎

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✎

✎

✎

✎

✎

✎

..

.

.

.

.●

✎

✎

✎

✎

.

.

.

.

.

.

.

82 1.583 1.575 2.580 2.466 4.3

3424

4029

40192615171415

351823141377

1.82.8

2.1

3.1

2.01.71.61.61.61.51.6

2.01.41.81.41.31.01.2

. 95 1.4

. 26 2.8

. 21 2.7

. 93 2.1

. 37 3.1. 30 3.2

65

Table 15a.--Estimates and standard errors for the figures: 1994--continued

StandardFigure Estimate error

Figure 15: Percent of public elementary and secondary schools that publish

iiterary magazines of students’ work: 1994

Elementary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Secondary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Figure 16: Percent of pubiic elementary and secondary schoois indicating the use

or integration of technology in the teaching of various arts subjects: 1994

ElementaryMusic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Visuaiarts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dramdtimatre... . . . . . . . . . . . . . . . . . . . . . . . . . .Cmativewriting . . . . . . . . . . . . . . . . . . . . . . . . . . . .Dance, . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

SmondaryMusic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Visuaiarts . . . .. e..... . . . . . . . . . . . . . . . . . . .Dmndtkatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Creativewnting. . . . . . . . . . ● . . ● . . . . . . . . . . ● ● . .Dance.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Flgure17: Percentofrespondentsindicatingthateduation invariousartssubjects

1838

33311071

4

515523444

1.51.9

1.81.71.21.60.9

2.01.92.02.00.8

is --tiaior very importantreiative toother academicsubjects: 1994

Elementary

Music. . . . . . . . . . . . . . . . . . . . . . . . . . .Visuaiarts . . . . . . . . . . . . . . . . . . . . . . . . .Dramahhear.r e.. . . . . . . . . . . . . . . . . . . . . . .Cteativewriting. . . . . . . . . . . . . . . . . . . . . . .Dsnca. . . . . . . . . . . . . . . . . . . . . . . . . . .

SecondaryMusic.. . . . . . . . . . . . . . . . . . . . . . . . . .Visuaiarts . . . . . . . . . . . . . . . . . . . . . . . . .Drarnahkatre... . . . . ● . . . . . . . . . . . . . . . .Creativewnting. . . . . . . . . . . . . . . . . . . . . . .Dance. . . . . . . . . . . . . . . . . . . . . . . . . . .

. . .

. . .

.**● ✎ ✎

✎ ✎ ✎

✎ ✎ ✎

✎ ✎ ✎

✚✎✎

✎ ✎ ✎

✎✎☛

. .

. .

. .

. .

. .

8485649243

201.7201.22.1

. . 84 2.0

. . 83 1.8

. . 66 1.9

. . 85 1.5

. . 37 1.7

SOURCE: U.S. DeprtrnentofE ducation,Nat ional Center for Education Statistics, Fast Response Survey System, ’’Arts EducationSurveyVFRSS50, 1994.

Table 16.--Percent and standard errors of the percent ot’ public elementary schools thatoffer instruction in various arts sub.] ects, by school characteristics: 1994

Music Visual arts Drama/theatre 1 Ikm#

School characteristic

Standard Standard Standard StandardPercent emor Percent error Percent error Percent error

97 0.8 85 1.5 80 1.4 43 1.7All public elementay schools . . . .

Size of enrollment

Small . . . . . . . . . .

Moderate . . . . . . . . .

Large . . . . . . . . . . .

87

82

89

2.5

2.4

2.2

80

80

81

2.8

1.9

2.6

36

45

45

4.9

2.8

3.1

94

99

98

2.2

0.8

0.9

. . . .

. . . .. . . .

Metropolitan status

City . . . . . . . . . . .

Urban fringe. . . . . . . .

Town . . . . . . . . . . .

Rural . . . . . . . . . . .

99

99

97

94

0.8

0.6

1.4

2.3

85

87

84

85

3.3

2.8

3.4

2.7

81

85

75

75

3.3

2.7

3.1

3.4

46

47

40

38

4.1

3.8

4.2

4.2

. . . .

. . . .

. . . .

. . . .

Geographic regionNortheast . . . . . . . . .

southeast . . . . . . . . .Central . . . . . . . . . .

West . . . . . . . . . . .

4.2

4.03.93.9

97

95

99

97

1.7

2.00.61.6

85

79

89

86

3.2

3.9

2.2

2.2

84

707987

3.6

3.7

2.5

2.9

42

37

45

46

..*.

. . . .

. . . .

. . . .

lPercents indicate the number of public elementary SC41001S that include any drama/theatre instruction or activities in their educationalprograms.

2Percents indicate the number of public elementary schools that include any instruction in dance, either by a dance specialist orphysical education t-cher.

NOTE: Creative writing is not included in this table because 100 percent of public elementary schools include some kind ofinstruction in creative writing, mostly through their language asts programs.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Arts EducationSurvey,” FRSS 50, 1994.

67

Appendix C

Survey Forms

69

U.S. DEPARTMENT OF EDUCATIONNATIONAL CENTER FOR EDUCATION STATISTICS O.M.B. No.: 1850-0704

WASHINGTON, D.C. 20208-5651 EXPIIUTION DATE: 10/95

ELEMENTARY SCHOOL ARTS EDUCATION SURVEY

FAST RESPONSE SURVEY SYSTEM

This survey is authorized by law (20 U.S.C. 1221e-1). While ou we not required to respond, yourKcooperation is needed to make the results of tlus survey compre enswe, accurate, and timely.

DEFINITIONS FOR THIS SURVEY:

Artist-in-Residence - A visual, literary, or performing artist or follclorist who viaita a school for an extended period for thepwposes of teaching artistic techniques and concepts, conducting inscrvice teacher training, or consulting in thedevelopment of curricula. Artists-in-Residence may be sponsored by the district or by the school directly.

Creative writing sp=ialist - A certified education professional who has expertise in creative writigg and is mponsible for aschool’s creative writing program.

Classroom teacher - A certified edueation professional who instructs studenta in a broad range of subject areas on a regularbasis.

Dance specialist - An education professional who is certified to teach dance.District - An education agency at the local level that exists primarily to operate public schools. In this questionnaire, the term

“district” includes smaller units of administration, such as areas.Drama/theatre specialist - A certified education profwsional who has expertise in dramahheatre and is responsible for a

school’s dramah,heatre program.Music - An instructional program that generally describes the study and appreciation of music, and the study of music

performance. Includes instruction in music app=iation, music theory, the historical development of music, thefundamentals of various musical instruments, and vocal and instrumental (band and orchestra) performance.

Music specialist - An education profasional who is certified to teach general, vocal, or instrumerttal music.Technology - Instructional tools such as eomputera, 1- and 2-way video, CD-ROM, teleeommunieations, multimedia,

hypermedia, networka, etc. that are incorporated in instructional eomponenta in order to enhanee teaching and learning inthe arts.

Visual arts - An instructional program of arts disciplines that includes fine afi, communication and d=ign arts, architectureand environmental ark, and crafts such as ceramics, jewelry, and works in wood, paper, and other materials.

Visual arts specialist - An education professional who is certified to teach visual arts.

AFFIX LABEL HERE

IF ABOVE INFORMATION IS INCORRECT, PLEASE CORRECT DIRECTLY ON LABEL.

Name of person completing form: Telephone:

Fax #:

Best days and times to reach you (in case of questions):

RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS, CALL:

WESTAT Nancy Carey1650 Research Boulevard 1-8M.L937-8281, Ext. 4467Rockville, Maryland 20850 Fax #: 1-301-5174134Attention: 928162

Public rcpofiing burden for thk collection of information is estimated to average 30 minutes per response, including the time for reviewinginstmctiona, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection ofinformation. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggeationa forreducing this burden, to the U.S. Department of Education, Information Management and Compliance Division, Waal@ton, D.C. 20202-465 1; and to the Ofice of Management and Budget, Paperwork Reduction Project 1850-0704, Waah@ton, D.C. 20503.

Please refer to the list of definitions on the cover page of thisquestionnaire for terms or phrases that are printed in bold type.

1.

2.

3.

4.

5.

6.

7.

8.

Does this school offer instruction in visual arts? (Ckfe one.)

Yes . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . 2 (skip to Q8)

How is visual arts primarily taught at this school? (Cimle one.)

In a separate class taught by a visual arts specialist . . . . . . . . . 1

By the classroom teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

By both visual arts specialists and classroom teachers . . . . . . . 3

On average, approximately how many minutes of class time is

devoted to separate instruction in visual arts each week?

a. From a visual arts specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

b. From the classroom teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

How many visual arts specialists are on this school’s staff?

(Consider itinerunt teachets who teach at mom than one school aspm time.)

a. Full time b. Part time

Does this school currently have a specially equipped space usedprimarily for teaching visual arts? (Citrfe one.)

Yes . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . 2

Does your district provide written curriculum guidelines in visualarts instmction? (Circle one.)

Yes . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . 2

Do visual arts specialists at this school include any of thefollowing activities in their teaching? (Circfe one number in eachrvw. If this school has no vkuul mts specialists, skip to Q8.)

a.

b.

cc

Don’tYea N o know

Integrate other academic subjects intotheir visual arts instruction . . . . . . . . . . . . . . . . 1 23Consult with classroom teachers onincorporating visual arts into theteaching of other academic subjects 1 23Collaborate or team teach with otherarts specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...0 123

Does this school offer music instruction in the following areas:(Circle one number in each row.)

Yes No

a. General music?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12b. Vocal musicq . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12c. Instrumental music?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Jjfyou answered “ATomfor ~ b, and c, stip to Q15.

9. How is music primarily taught at this school? (Cimfe one.)

In a separate class taught by a music specialist . . . . . . . . . . . . . . . . . . 1Qy the classroom teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2By both music specialists and classroom teachers . . . . . . . . . . . . . . 3

10. On average, approximately how many minutes of class time isdevoted to separate instruction in music each week?

a. From a music specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .b. From the classroom teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11.

12.

13.

14.

15.

16.

17.

How many music specialist% including general, instrumental instructors, are on this school’s staffih”nemnt teachen who teach at mom than one school as p

a. Full time b. P a r t time ,_

Does this school currently have a specially equippedprimarily for teaching music? (Cimle one.)

Yes . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . 2

Does your district provide written curriculum guidelininstruction? (Cimle one.)

Yes . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . 2

Do music specialists at this school include any of thactivities in their teaching? (Circle one number in eathis school has no music specialists, skip to Q15.)

Yes Noa. Integrate other academic subjects

into their music instruction . . . . . . . . . . . . . . . 12b. Consult with classroom teachers on

incorporating music into theteaching of other academic subjects 1 2

c. Collaborate or team teach withother arts specialists . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Does this school include dance in its instructiona(Cimie all that apply.)

Yes, in a separate class taught by a dance specialist . . . Yes as part of the physical education program taught

by a dance specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Y-as part of the physical education program taught

by a physical education teacher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...0.No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ...00.. ● . . . . . . . . . . . . . . . . . . .

Which of the following statements best describes thapproach to teaching drama/theatre? (Cin#e only one.

Drama is taught as a separate subject by a drama/theatre specialist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Drama is part of the language arts curriculum . . . . . . . . . . . . . . . Drama is not part of the school’s curriculum, but

dramatic activities such as enacting storiesor plays are used by classroom teachers inteaching other subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..0......

Drama/theatre is not part of the curriculum . . . . . . . . . . . . . . . . . . .

Which of the following statements best descriies thcreative writing program? (Cimfe only one.)

A creative writing specialist on the school’s staff worksdirectly with students on a regular basis and consultwith teachers on writing programs for students . . . . . . . . . . .

A creative writing specialist on the school’s staff consulwith teachers on writing programs for students . . . . . . . . . . .

A creative writing specialist from the district providesmaterials and activities to classroom teachers . . . . . . . . . . . . . .

An outside specialist or writer works directly withstudents or teachers on an invitational basis . . . . . . . . . . . . . . . .

Creative writing is part of the language arts curriculum .

72

18.

19.

20.

21.

Does your school district have an arts coordinator or curriculumspecialist in the arts who is responsl%le for the educationalprogram offered in the arts? (Cim/e one.)

Yes . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . 2

During the 1993-94 year, did your school or district offer inseMcetraining or other professional development activities in the arts?(Circle one.)

Yes . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . 2

Has this school had an Artist-in-Residence in any of the followingareas during the past 5 years? (Cimle one number in each rvw. Ifthis school has had no Artkts-in-Residence, skip to Q22)

Don%Yes No know

Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Drama/theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Folklore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123Visuai arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123

In gener~ what did the Artist-in-Residence program contributeto this schooi’s arts program? (Cide all that apply.)

Provided input on curriculum development . . . . . . . . . . . . . . . . . . . . . . . . 1Provided knowledge about art forms or arts education

through teacher inservice tmining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Provided knowledge about art forms to students through

exhibition or instruction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

22. In what arts subject(s) does this school use or integrate

23.

technology in its teaching? (Cimle all that appZy.)

Creative writing . . . . . . . . . . . . . . 1 Music. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 visual arts . . . . . . . . . . . . . . . . . . . . . . . . 5-”Drama/theatre . . . . . . . . . . . . . . . 3 None . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Please indicate the extent of parental involvement in the artsprogram at this school. (Cimle one number in each rvw. If your

school does not sponsor a prvgnwn listed, circle “5” fm “notapplicable.’)

a.

b.

c.

d.

24. In

Great Moderate Little None NA

Sponsoring fund raisingactivities for the arts . . . . . . . . . . 1 2 345Sponsoring art exhibitionsor visiting performers . . . . . . . . 1 2 345volunteering in artsprograms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 345Attending school artsevents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 345

1993-94, approximately how many of the followingpresentations of students’ work outside of their own classroomstook place at this school?

Formal ,

a.b.c.d.

Informal(for the school)

Visual arts exhhitions..... . . . . . . . . .Musical performances. . . . . . . . . . . . . .Theatrical performances . . . . . . . . . .Dance performances . . . . . . . . . . . . . . . .

(for parentsor community)

25.

26.

Does this school publish a litera~ magazine of students’ wor(Cimie one.)

Yes . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . 2

Compared to 5 years ago, please indicate how each of thfollowing aspects of this school’s arts program has change(Circle one number in each rvw.)

a.b.c.d.

e.

f.

Remained NonIncreased the same Decreased availa

Instruction time . . . . . . . . 1 2 3-Enrollment . . . . . . . . . . . . . . . . 1 2 3-Number of arts staff. 1 2 3Allocation of suppliesand materials . . . . . . . . . . . . . 1 2 3 4Funds for teachers’classroom use . . . . . . . . . . . . . 1 2 3 4Use of muse-galleri~ performanceccnte~ etc. . . . . . . . . . . . . . . . 1 2 3 4

27. To what extent do the following make decisions regarding the arprogram at this school? (Cimfe one number in each row.)

Great Moderate Small None

a. State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4b. District . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4c. school admkbkrators . . . . . . . . 1 2 3 4d. School teachers . . . . . . . . . . . . . . . . . . . 1 2 3 4e. Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

28. Are you aware of the voluntary National Standards for Art

29.

30.

31.

32.

Education? (Ci.de one.)

Yes . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . 2 (Skip to Q30)

Is your school incorporating any of the Standards?

Yes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Don’t know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

How long is the typical school day for most students at thischool? (If the length of day van”es by day orgrude !ew[, recotd thelongest day.) hours minutes

Is this school a magnet or specialized school designed to offerprimarily arts education to elementary students? (Circfe one.)

Yes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2No, but there is one in our district . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

In your opinion, how important is education in the arts relative toother academic subjects? (Cimle one number in each rvw.)

Essential Unimportan

Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12345Drama/theatre . . . . . . . . . . . . . . . . . . . . . . . . . . 12345Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12345visual arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12345

THANK YOU.

U.S. DEPARTMENT OF EDUCATIONNATIONAL CENTER FOR EDUCATION STATISTICS O.M.B. No.: 1850-0704

WASHINGTON, D.C. 20208-5651 EXPIRATION DATE: 10/95

SECONDARY SCHOOL ARTS EDUCATION SURVEY

FAST RESPONSE SURVEY SYSTEM

This survey @ authorized by law (20 U.S.C. 1221e-1). while ou are not required to respond, youricooperation IS needed to make the results of ths survey compre enswe, accurate, and timely.

DEFINITIONS FOR THIS SURVEY

Artist-in-Residence - A visual, literary, or performing artist or folklorist who visits a school for an extended period for thepurposes of teaching artistic techniques and concepts, conducting inservice teacher training, or consulting in thedevelopment of curricula. Artists-in-Residence may be sponsored by the district or the school directly.

Creative writing - ASI instructional program that describes the process and techniques of origrnal composition in variousliterary forms, such as short stories, plays, and poetry.

Dance - An instructional program that prepares students to express themselves through the performance of one or more of thedance disciplines, including ballet, modem, jazz, ethnic, and folk dance, and that describes dance as a culturalphenomenon. Includes instruction in choreography, dance history and criticism, and dance production.

District - An education agency at the local level that exists primarily to operate public schools. In this questionnaire, the term“district” includes smaller units of administration, such as areas.

Drama/theatre - An instructional program that generally describes the study of dramatic works and their performance.Includes instruction in dramatic literature, dramatic styles and types, and the principle of organizing and producing plays.

Music - An instructional program that generally describes the study and appreciation of music, and the study of musicperformance. Includes instruction in music appreciation, music theory, the historical development of music, thefundamentals of various musical instrttmenta, and vocal and instrumental (band and orchestra) performance.

Technology - Instructional tools such as computers, 1- a n d 2-way video, CD-ROM, telecommunications, multindia,hypermedia, ne4works, etc. that are incorporated in instructional components in order to enhance teaching and learning inthe arts.

Visual arts - An instructional program of arts disciplines that includes fme arts, communication and design arts, architectureand environmental arts, and crafts such as ceramics, jewelry, and works in wood, paper, and other materials.

AFFIX LABEL HERE

IF ABOVE INFORMATION IS INCORRECT, PLEASE CORRECT DIRECTLY ON LABEL.

Name of person completing form: Telephone:

Title: Fax #:

Best days and times to reach you (in case of questions):

RETURN COMPLETED FORM TO: IF YOU HAVE ANY QUESTIONS, CALL:

WESTAT Nancy Carey1650 Research Boulevard 1-800-937-8281, Ext. 4467Rockville, Maryland 20850 Fax #: 1-301-517-4134Attention: 928162

Public reporting burden for this collection of information is estimated to avemge 30 minutes per response, including the time for reviewinginstmctions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection ofinformation. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestiona forreducing this burden, to the U.S. Department of Education, Information Management and Compliance Division, Washington, D.C. 20202-465 1; and to the Office of Management and Budget, Paperwork Reduction project 1850-0704, Washington, D.C. 20503.

Please refer to the list of definitions on the cover page of this questionnaire for terms or phrases that are printed in hold type.

Please answer questions 1 through 6 for each subject listed to the right.

1. Does this school offer separate instruction in the arts subjects listed here?If your school oflen NO insbuction in a p~”cular subject, skip that cokmnfor questions 2-6.

2. How many separate courses does this school offer in each subject?(Count difiensnt sections of the same coune as 1 course.)

3. How many full and part time teachers taught one or more courses in eachsubject during the 1993-94 school year?

4. What was the approximate total enrollment in each subja duringthe 1993-94 school year?

5. How many specially equipped spaces/labs/studio~ including practiceroom% does this school allocate for courses taught in the subject?

6. Does your district provide written curriculum guidelines in the subje@for the arts teachers to follow?

7.

8.

9.

10.

11,

12.

Creativewriting

Yes No

Yes No

Drama/Dance theatre Music

+-F

Yes No Yes No Yes No

Vkualarts

Yes No

Yes No

Does your school district have an arts coordinator or curriculum specialist in the arts who is responsl%le for the educational programoffered in the arts? (C.imfe one.)

Yes . . . . . . . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

During the 1993-94 school year, did your school or district offer inseMce training or other professional development activities in thearts? (Cimle one.)

Yes . . . . . . . . . . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

Has this school had an Artist-in-Residence in any of the following areas during the past 5 years? (C.itde one number in each mw. Ifthis school has had no Artists-in-Residence, skip to Q1l.)

Yes No Don’t know

Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3Drama/theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3Folklore . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3visual arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3

In genera what did the Artist-in-Residence program contribute to this school’s arts program? (Cide afl that appfy.)

Provided input on curriculum development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Provided knowledge about art forms or arts education through teacher inseMce training . . . . . . . . . . . . . . . . . . . . . . 2Provided knowledge about art forms to students through exhibition or instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

In what arts subject(s) does this school use or integrate technology in its teaching? (Circled that appfy.)

Creative writing . . . . . . . . . . . 1 Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 visual arts . . . . . . . . . . . . . . . . . . . . 5Drama/theatre . . . . . . . . . . . . 3 None . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Please indicate the extent of parental involvement in the arts program at this school. (Cim2e one number in each rvw. If your schooldoes not sponsor a prvgmm listed, cimle “5wfor “not applicable.’)

a.b.c.d.e.

Great Moderate Little None NA.

Sponsoring Booster Clubs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5Sponsoring fund raising activities for the arts . . . . . . . 1 2 3 4 5Sponsoring art exhibitions or visiting performers. 1 2 3 4 5

Volunteering in arts programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5Attending school arts events . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5

13. In1993-94, approfiate& howmany of the fo~otig pre*ntations ofstudents' workoutside of thetiom cl&rooms tookplamatttisschool? Formal

Informal (for parents(for the school) or community)

a. Visual arts exhibitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .b. Musical performances .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .c. Theatrical performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .d. Dance performances . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14. Does this school publish a literq magazine of students’ work? (Chde one.) Yes . . . . . . . . . . . . . . . . . 1 No . . . . . . . . . . . . . . . . . 2

15. Compared to 5 years ago, please indicate how each of the following aspects of this school’s arts program has changed. (Cimle onenumber in each row.)

Remained None

16

17.

18.

19.

20.

Increased the same Decreased available

a. Number of courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3b. Emollment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3c. Number of arts staff . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3-d. Allocation of supplies and materials . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4e. Funds for teachers’ classroom use . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4f. Use of museum% galleri~ performance

center% etc . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

To what extent do the following make decisions regarding the arts program at this school? (Cide one number in each row.)

a.b.c.d.e.

Great Moderate Small None

State . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4District . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4School adminWators . . . . . . . . . . . . . . . 1 2 3 4School teachers . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4Parents . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4

Are you aware of the Voluntary National Standards for Arts Education? (Circfe one.) Yes . . . . . . . . . 1 No . . . . . . . . . 2 (Skip to Q19)

1s your school incorporating any of the Standards?

Yes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Don’t know . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

1s this school a magnet or specialized school designed to offer primarily arts education to intermediate or secondary students? (Cide one.)

Yes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1No . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2No, but there is one in our district . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

In your opinion, how important is education in the arts relative to other academic subjects? (Cim/e one number in each row.)Essential Unimportant

Creative writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5Dance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5Drama/theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5Visual arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 2 3 4 5

I IF YOUR SCHOOL IS AN INTERMEDIATE OR JUNIOR HIGH SCHOOL, DO NOT CONTINUE. THANK YOU. I21. Is taking an arts course a requirement for graduation at your school? (Cimle one.)

a. Yes, credit specifhlly in the arts is required for graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

b. Y- credit in the arts is an option within a speciiled group of subjects that fulfii a requirement(e.g., arts or foreign language or computer science) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2

c. No, there is no arts requirement for graduation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

22. (J “yes” to 21a or 21b) How many credits in the arts are required?