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Table 5 Perceived utility of professional development regarding students with categorical disabilities (question 48c)

From: Supporting students with disabilities and limited English proficiency: STEM educator professional development participation and perceived utility

Area Not useful
n (%)
Somewhat useful
n (%)
Useful
n (%)
Very useful
n (%)
Total
Mathematics 5370 (6.31) 31,690 (37.28) 32,540 (38.28) 15,420 (18.13) 85,020
Science 5050 (7.36) 27,280 (39.75) 26,420 (38.50) 9870 (14.39) 68,630
Technology 940 (5.50) 4960 (29.03) 7700 (45.11) 3480 (20.36) 17,070
Total STM 11,360 (6.65) 63,930 (37.45) 66,660 (39.05) 28,760 (16.85) 170,710
All others 38,190 (3.48) 297,880 (27.18) 504,560 (46.04) 255,330 (23.30) 1,095,950
Total 49,540 (3.91) 361,810 (28.56) 571,220 (45.10) 284,090 (22.43) 1,266,660
  1. Weighed sample values are rounded to the nearest 10 per NCES protocol