Oklahoma A+ Schools: What the Research Tells Us 2002-2007: Students and Teachers (March 2011)
This report documents the first five years of the OAS arts integration whole-school reform model and its effects on teachers, students, schools and communities. This wire focuses on student success and teacher engagement. A second Wire will focus on the OAS network’s effects on schools and communities.
Doing Well and Doing Good by Doing Art (March 2010)
In the late 1990s, James Catterall and colleagues analyzed data from the National Educational Longitudinal Survey (NELS:88), a study of some 25,000 secondary school students over four years, and found significant connections between high involvement in arts learning and general academic success. In 2009 Catterall analyzed ten additional years of data related to the same cohort of students, now age 26. The results, presented in, Doing Well and Doing Good by Doing Art, strongly connect arts learning with both general academic success and pro-social outcomes. This study provides important empirical evidence of the significant role that the arts play in preparing young people for success, both in academia and in life. Its implications for the education of underserved and English Language Learners are particularly significant, given the compelling need to improve the educational opportunities available to urban inner-city and ELL students.
AEP Analysis of NAEP Arts Assessment Results (September 2009)
AEP Analysis of NAEP Arts Assessment Results is interpret the NAEP results within the existing research and policy contexts of education, and specifically the effort to reform education in order to ensure complete, quality learning experiences for all students. The analysis looks at the NAEP results from four perspectives: educational access and equity, educational quality, complete curricula, and the adequacy of research.
AEP Summary and Analysis of Education Stimulus Funding (March 2009)
AEP provides a summary and analysis of The American Recovery and Reinvestment Act of 2009: Saving and Creating Jobs and Reforming Education, otherwise known as the Stimulus Bill.
AEP Summary and Analysis of GAO Report, “Access to Arts Education” (March 2009)
The AEP has summarized and analyzed the new report from the U.S. Government Accountability Office (GAO) on the status of arts education in schools, Access to Arts Education: Inclusion of Additional Questions in Education’s Planned Research Would Help Explain Why Instruction Time Has Decreased for Some Students.
Every Child, Every School: The Politics and Policy of Expanding Arts Education in Urban School Districts
Held on January 21, 2015, this informative webinar looked at the burgeoning arts education initiatives in the cities of Chicago and New York and examine the political and policy conditions that have led two big city Mayors to make significant investments in expanding arts education opportunities. AmySue Mertens (Director of Communications & Policy, Ingenuity) and Doug Israel (Director of Research & Policy, The Center for Arts Education) discussed key factors that propelled the initiatives forward, including engagement during high profile mayoral races, strategic use of data and reporting, and a growing disenchantment with narrowly focused education policy that prioritizes high-stakes testing over 21st century skill development. Moderated by AEP Director Sandra Ruppert, the web discussion also explored the relevance of this work to efforts in smaller urban and rural districts and the promise for public engagement and advocacy in advancing a pro-arts education agenda.
Recording of the Participant Presentations
Recording of the Moderated Discussion