Download or read book Public Elementary and Secondary School Arts Education Instructors Stats in Brief NCES 2015 085 written by Dinah Sparks and published by . This book was released on 2015 with total page 28 pages. Available in PDF, EPUB and Kindle. Book excerpt: Amid reports of decreased instructional time in music and art in some districts (Heilig, Cole, and Aguilar 2010; McMurrer 2008; Rabkin and Hedberg 2011), researchers, policymakers, and practitioners have questioned the status of arts education in the United States (Sabol 2013). Evidence about how elementary and secondary schools staff their arts instruction would further inform the discussion regarding arts education in U.S. public schools. A recent National Center for Education Statistics (NCES) report detailed high levels of visual arts and music instruction in both the 1999-2000 and 2009-10 school years, while reporting drops in dance and drama/theatre instruction (Parsad and Spiegelman 2012). Additionally, a 2009 U.S. Government Accountability Office (GAO) study on arts education found that while most schools did not report decreased instructional time in arts education between the 2004-05 and 2006-07 school years, those that had high percentages of minority and low-income students and those labeled as in need of academic improvement reported reduced arts instructional time (U.S. GAO 2009). While previous NCES reports have examined the availability of arts education to students and the incorporation of arts education into the school day, both during a single school year and across school years, this "Statistics in Brief" focuses on who teaches arts education in schools and how instructional staff varies by school characteristics and across school years in elementary and secondary school settings. Specifically, this report builds on the prior studies to explore the different types of school staff (i.e., full-time arts specialists, part-time arts specialists, and classroom teachers) used to provide arts instruction. This "Statistics in Brief" reports data only for schools that offered instruction in visual arts or music. The following study questions are addressed: (1) Among public schools that offered instruction in visual arts and/or music, what percentage of elementary schools employed full-time arts specialists, part-time arts specialists, and classroom teachers in the 2009-10 school year; and what percentage of secondary school teachers were full-time or part-time arts instructors in the 2008-09 school year?; (2) How do schools' use of full-time and part-time arts specialists, and classroom teachers vary by selected school characteristics for elementary schools (school year 2009-10) and for secondary schools (school year 2008-09)?; (3) How has the use of full-time and part-time arts specialists and classroom teachers changed for elementary schools (from the 1999-2000 to the 2009-10 school year) and secondary schools (from the 1998-99 to the 2008-09 school year)?; (4) How has the use of full-time and part-time arts specialists and classroom teachers changed for elementary schools (from the 1999-2000 to the 2009-10 school years) and secondary schools (from the 1998-99 to the 2008-09 school years) by selected school characteristics?; and (5) What percentage of elementary schools report the use of facilities specifically dedicated to arts education and how, if at all, has this use changed from 1999-2000 to 2009-10? The findings reported in this brief are statistically significant at the p

Download or read book Arts education in public elementary and secondary schools written by Basmat Parsad and published by DIANE Publishing. This book was released on with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student access to arts education and the quality of such instruction in the nation's public schools continue to be of concern to policymakers, educators, and families. Specifically, research has focused on questions such as: To what extent do students receive instruction in the arts? Under what conditions is this instruction provided? What is the profile of arts education instructors? (Ruppert and Nelson 2006). This study is the third of its kind to be conducted by the National Center for Education Statistics (nces) in the Institute of Education Sciences (ies), U.S. Department of Education, to provide national data that inform these issues. The first study was conducted in the 1994-95 school year to provide baseline data on public schools' approaches to arts education. The second study was conducted during the 1999-2000 school year to provide broader coverage of arts education issues by collecting the first national data on educational backgrounds, professional development activities, teaching loads, and instructional practices of elementary school teachers--self-contained classroom teachers, music specialists, and visual arts specialists. To update the information from a decade ago, Congress requested that the U.S. Department of Education's Office of Innovation and Improvement (oii) and nces conduct a new study that would borrow from and build on the previous studies. This study examines many of the issues from the previous studies, including the extent to which students received instruction in the arts; the facilities and resources available for arts education instruction; and the preparation, work environments, and instructional practices of music and visual arts specialists and non-arts classroom teachers. This study also addresses emerging issues such as the availability of curriculum-based arts education activities outside of regular school hours and the presence of school-community partnerships in the arts. In addition, the current study provides broader coverage of arts education instructors by including two new surveys for secondary music and visual arts specialists. Selected indicators on arts education in public elementary and secondary schools are organized into four sections, one for each arts education subject area--music, visual arts, dance, and drama/theatre. Using its Fast Response Survey System (frss), nces conducted the surveys during the 2009-10 school year, with the two school surveys and the collection of sampling lists for the teacher surveys starting in fall 2009. frss is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of districts, schools, or teachers with minimal burden on respondents and within a relatively short period of time. The findings in this report have been chosen to demonstrate the range of information available from the frss study rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue. The findings are based on self-reported data from public school principals and teachers. Where relevant, national findings are broken out by the poverty concentration at the school, measured as the percent of students eligible for free or reduced-price lunch. Appended are: (1) Technical Notes; and (2) Standard Errors for Text Tables and Figures. (Contains 63 tables, 27 figures and 16 footnotes.) [For "Supplemental Tables to the nces Report. Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10 (nces 2012-014)," see ed530716.].

Download or read book Digest of Education Statistics written by and published by . This book was released on 1969 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contains information on a variety of subjects within the field of education statistics, including the number of schools and colleges, enrollments, teachers, graduates, educational attainment, finances, Federal funds for education, libraries, international education, and research and development.

Download or read book Arts Education in Public Elementary and Secondary Schools 1999 2000 and 2009 10 written by Basmat Parsad and published by . This book was released on 2012 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Condition of Education 2020 written by Education Department and published by . This book was released on 2021-04-30 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2020 summarizes important developments and trends in education using the latest available data. The report presentsnumerous indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.

Download or read book The Condition of Education 2018 written by Education Department and published by Bernan Press. This book was released on 2019-06-30 with total page 345 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2018 summarizes important developments and trends in education using the latest available data. The report presents 47 indicators on the status and condition of education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The Condition of Education includes an "At a Glance" section, which allows readers to quickly make comparisons across indicators, and a "Highlights" section, which captures key findings from each indicator. In addition, The Condition of Education contains a Reader's Guide, a Glossary, and a Guide to Sources that provide additional background information. Each indicator provides links to the source data tables used to produce the analyses.

Download or read book The Condition of Education 2015 written by Duncan Arne and published by National Center for Education Statistics. This book was released on 2015-06-16 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Digest of Education Statistics 2012 written by Thomas D. Snyder and published by Government Printing Office. This book was released on 2014-04 with total page 842 pages. Available in PDF, EPUB and Kindle. Book excerpt: Digest of Education Statistics 2012 is the 48th in a series of publications initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education--from pre-kindergarten through graduate school--drawn from government and private sources, but especially from surveys and other activities led by NCES (National Center for Education Statistics) part of the Institute for Education Sciences (IES). The digest contains data on the number of schools, students, and teachers, as well as statistics on educational attainment, finances, libraries, technology, and international comparisons. Details on population trends, education attitudes, labor force characteristics, and federal aid supplies helpful background for evaluating the education data. This statistical reference could be helpful to parents choosing schools for their children as well as for teachers, librarians, and public administrators as it tracks enrollment, population trends and key areas of studies with student progress. It also tracks the post-secondary/college level detailing undergraduate tuition and room/board ESTIMATE costs at private nonprofit institutions, private for profit institutions and public institutions. It also tallies the number of postsecondary degrees and provides some gender demographics in this area. The Digest contains seven chapters: All Levels of Education, Elementary and Secondary Education, Postsecondary Education, Federal Programs for Education and Related Activities, Outcomes of Education, International Comparisons of Education, and Libraries and Adult Education. Preceding these chapters is an Introduction that provides a brief overview of current trends in American education, which supplements the tabular materials in chapters 1 through 7. The Digest concludes with three appendixes. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the Digest tables; the second, Definitions, is included to help readers understand terms used in the Digest; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. In addition to updating many of the statistics that have appeared in previous years, this edition contains new material, including: Percentage distribution of 6- to 18-year olds, by parent''s highest level of educational attainment, household type (either two-parent or single-parent), and child''s race/ethnicity (table 12); Enrollment and percentage distribution of enrollment in public elementary and secondary schools, by race/ethnicity and region (table 44); Number and percentage of public school students participating in programs for English language learners, by state (table 47); Children 3 to 21 years old served under Individuals with Disabilities Education Act, Part B, by age group and race/ethnicity (table 49); Percentage of 3-, 4-, and 5-year-old children enrolled in preprimary programs, by attendance status, level of program, and selected child and family characteristics (table 57); Number and enrollment of public elementary and secondary schools that have closed, by school level and type (table 109); Number and percentage distribution of public school students eligible for free or reduced-price lunch, by school level, locale, and student race/ethnicity (table 112); Public elementary and secondary charter schools and enrollment, by state (table 117); First-time kindergartners'' reading, mathematics, science, cognitive flexibility, and approaches to learning scale scores in fall and spring of the kindergarten year, by selected child, family, and school characteristics (table 135); Number and percentage distribution of kindergartners, by kindergarten entry status (i.e., early entrant, on-time entrant, delayed entrant, or kindergarten repeater) and selected child, family, and school characteristics (table 136); Kindergartners'' reading, mathematics, science, cognitive flexibility, and approaches to learning scale scores in fall and spring of the kindergarten year, by kindergarten entry status (table 137); Percentage of 9th-grade students participating in various school-sponsored and non-school-sponsored activities, by sex and race/ethnicity (table 183); Percentage of 4th-, 8th-, and 12th-graders absent from school in the last month, by selected student and school characteristics and number of days absent (table 187); Total and current expenditures per pupil in fall enrollment in public elementary and secondary schools, by function and subfunction (table 214); Total fall enrollment in all postsecondary institutions participating in Title IV programs, by degree-granting status and control of institution (table 222); Percentage of recent high school completers enrolled in 2-year and 4-year colleges, by income level (table 236); Number of postsecondary students who entered the student loan repayment phase, number of students who defaulted, and 2-year student loan cohort default rates, by level and control of institution (table 400); Number and percentage of persons 16 to 24 years old who were neither enrolled in school nor working, by educational attainment, age group, family poverty status, and race/ethnicity (table 429); Employment to population ratios of all persons, males, and females 16 to 64 years old, by age group and educational attainment (tables 431, 432, and 433); Unemployment rates of all persons, males, and females 16 to 64 years old, by age group and educational attainment (tables 434, 435, and 436); Percentage of high school students age 16 over who were employed, by age group, sex, race/ethnicity, family income, nativity, and hours worked per week (table 441); and Average reading literacy scale scores of fourth-graders and percentage whose schools emphasize reading skills and strategies at or before second grade or at third grade, by sex and country or other education system (table 462).

Download or read book A Snapshot of Arts Education in Public Elementary and Secondary Schools written by Basmat Parsad and published by . This book was released on 2011 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report provides selected national data on the status of arts education in public elementary and secondary schools. The findings are based on information collected through a set of seven surveys. Using its Fast Response Survey System (FRSS), the National Center for Education Statistics (NCES) in the Institute of Education Sciences (IES) conducted the surveys during the 2009-10 school year. This study is the third of its kind to be conducted by NCES to provide national data on arts education. Selected findings on elementary schools and teachers include: (1) In 2009-10, most of the nation's public elementary schools offered instruction that was designated specifically for music and visual arts (94 and 83 percent, respectively) (table 1). In comparison, 3 percent of elementary schools offered instruction that was designated specifically for dance, and 4 percent offered instruction that was designated specifically for drama/theatre; (2) Of the elementary schools that offered music, 93 percent offered instruction in that subject at least once a week, and 91 percent employed arts specialists to teach the subject in 2009-10 (table 1). Of the elementary schools that offered visual arts, 85 percent offered instruction in that subject at least once a week, and 84 percent had arts specialists teaching the subject. In elementary schools that offered dance, 53 percent offered instruction in that subject at least once a week, and 57 percent employed arts specialists to teach the subject. In elementary schools that offered drama/theatre, 58 percent offered instruction in that subject at least once a week, and 42 percent had arts specialists teaching the subject; (3) Music specialists and visual arts specialists in elementary schools reported their teaching load for all schools at which they taught during the most recent full week of teaching in the 2009-10 school year (table 2). On average, full-time music specialists spent 22 hours per week teaching 25 different music classes (i.e., different groups of students), with a class size of 19 students. On average, full-time visual arts specialists spent 22 hours per week teaching 24 different visual arts classes, with a class size of 22 students; and (4) Eighty-eight percent of classroom teachers (i.e., teachers of self-contained classrooms) in elementary schools indicated that they included arts instruction in some aspect of their classroom instructional programs in 2009-10 (table 3). Of these teachers, 6 percent taught music as a separate subject, 14 percent taught visual arts as a separate subject, 3 percent taught dance as a separate subject, and 8 percent taught drama/theatre as a separate subject. In addition, among the 88 percent of classroom teachers who included arts instruction in their classroom instructional programs, 92 percent incorporated music instruction in other subject areas, 97 percent incorporated visual arts instruction in other subject areas, 87 percent incorporated dance instruction in other subject areas, and 53 percent incorporated drama/theatre instruction in other subject areas. Selected findings on secondary schools and teachers include: (1) Ninety-one percent of public secondary schools reported that they offered music in the 2008-09 school year, 89 percent offered visual arts, 12 percent offered dance, and 45 percent offered drama/theatre (table 4); (2) Public secondary schools reported that arts specialists accounted for 97 percent of the teachers who taught music in the 2008-09 school year (table 4). In addition, arts specialists were reported to account for 94 percent of the teachers who taught visual arts, 69 percent of the teachers who taught dance, and 73 percent of the teachers who taught drama/theatre in 2008-09; and (3) Music specialists and visual arts specialists in secondary schools reported their teaching load for all schools at which they taught during the most recent full week of teaching in the 2009-10 school year (table 5). On average, full-time music specialists spent 22 hours per week teaching 8 different music classes (i.e., different groups of students), with a class size of 24 students. On average, full-time visual arts specialists spent 23 hours per week teaching 7 different visual arts classes, with a class size of 22 students. Appendices include: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaires. (Contains 14 tables and 4 footnotes.).

Download or read book Digest of Education Statistics 2011 written by Thomas D. Snyder and published by National Center for Education Statistics. This book was released on 2012-11-05 with total page 758 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Condition of Education 2019 written by Nces and published by Claitor's Pub Division. This book was released on 2020-02 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Condition of Education 2019, a congressionally mandated annual report summarizing the latest data on education in the United States. This report is designed to help policymakers and the public monitor educational progress. This year's report includes 48 indicators on topics ranging from prekindergarten through postsecondary education, as well as labor force outcomes and international comparisons.

Download or read book Digest of Education Statistics 2013 written by Thomas D. Snyder and published by National Center for Education Statistics. This book was released on 2016-07-01 with total page 831 pages. Available in PDF, EPUB and Kindle. Book excerpt: New 2016 release The primary purpose of this annual publication is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. It contains information on a variety of subjects in the field of education statistics, including the number of schools and colleges, teachers, enrollments, and graduates, in addition to data on educational attainment, finances, federal funds for education, libraries, and international comparisons. Includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES). Related products: Condition of Education 2015 is available here: https://bookstore.gpo.gov/products/sku/065-000-01440-8 Education & Libraries resources collection can be found here: https://bookstore.gpo.gov/catalog/education-libraries

Download or read book Digest of Education Statistics 2017 written by Thomas D Snyder and published by Digest of Education Statistics. This book was released on 2019-02-28 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 2017 edition of the Digest of Education Statistics is the 53rd in a series of publications initiated in 1962. The Digest has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The Digest includes a selection of data from many sources, both government and private, and draws especially on the results of surveys and activities carried out by the National Center for Education Statistics (NCES).

Download or read book Ed467 892 Arts Education in Public Elementary and Secondary Schools written by Nancy Carey and published by BiblioGov. This book was released on 2013-10 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report provides a national profile of the status of arts education in the nation's public schools during the 1999-2000 school year. The National Endowment for the Arts, the Office of Educational Research and Improvement (OERI), and the Office of Reform Assistance and Dissemination (ORAD) of OERI requested that the surveys reported in this document be conducted under the Fast Response Survey System (FRSS) of the National Center for Education Statistics (NCES). The report presents information on the characteristics of public elementary and secondary school arts education programs, including data on the availability of instruction in the arts, staffing, funding, supplemental programs and activities, and administrative support of arts education. It is based on data collected from elementary principals (n=640) and secondary principals (n=686) and from elementary arts specialists (music specialists (n=453) and visual arts specialists (n=331)) and classroom teachers (n=497). The report states that in the 1999-2000 academic year, music instruction and visual arts instruction were available in most of the nation's public elementary schools (94% and 87% respectively); dance and drama/theater were available in less than one-third of elementary schools (20% and 19% respectively). It also finds that overall, 72% of elementary schools offering music and 55% of elementary schools offering visual arts employed full-time specialists to teach these subjects, while full-time specialists in dance were employed by 24% of elementary schools offering it and full-time drama/theater specialists were employed by 16% of elementary schools offering it. The report states that the percentage of elementary schools with dedicated rooms for the arts varied greatly. It finds that music and visual arts instruction were offered in most of the nation's public secondary schools (90% and 93% respectively), while dance and drama/theater were offered less frequently (14% and 48% respectively). Append

Download or read book Arts Education in Public Elementary and Secondary Schools 1999 2000 written by and published by . This book was released on 2002 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book America s Teachers written by Susan P. Choy and published by . This book was released on 1993 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: This video uses statistics from six national surveys of teachers conducted by the National Center for Education Statistics (NCES) of the U.S. Department of Education to present a comprehensive view of the teaching profession.

Download or read book Arts Education in Public Elementary and Secondary Schools written by Nancy Lane Carey and published by . This book was released on 1995 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report, based on findings from The Elementary Arts Education Survey, 1994, looks at information regarding the general questions: (1) What art subjects are being taught in public schools? (2) How do schools and districts support arts education? (3) How have schools' arts programs changed compared to 5 years ago. Survey responses indicate that the primary focus of public school arts education is music and visual arts, with music instruction receiving more commitment than visual arts. Creative writing is typically incorporated into the language arts curriculum. Dance instruction by a dance specialist is rare, and dramatic and theatre activities are most often used by classroom teachers to reinforce instruction in other subjects. Elementary students are receiving about the same amount of instruction time in music and visual arts, although classroom teachers are more likely to teach visual arts than music, which is taught predominantly by music specialists. Very little is being done to promote arts education through external resources. But school districts' commitment to keeping arts education in the mainstream of basic education is evidenced by allocation of funds to arts education; developing and providing curriculum guidelines in arts subjects; and by employing an arts curriculum coordinator. An examination of changes in terms of arts programs as compared to 5 years ago indicates that increases in instructional time, number of arts staff, allocation of supplies and materials, funds for teachers' classroom use, and use of museums, galleries, and performances are reported by 20 to 30 percent of the respondents. Forty-one percent of elementary schools and 62 percent of secondary schools reported increases in enrollment. About half of the schools reported an increase in the number of courses offered, while 39 percent reported that the number of courses had remained the same. Fifteen tables present survey data. The appendices present the following: "Survey Methodology and Data Reliability"; "Tables of Standard Errors"; and examples of survey forms. (MM)