The AEP Wire is an occasional series of web-based publications in which emerging and important research is summarized and presented for a general audience. Each AEP Wire is less than six pages and is conceived as a resource to encourage actionable recommendations resulting from high-quality research.
In the Wire, AEP provides background information and describes the significance of the study to the arts and education fields. The research questions and methods are explained clearly and concisely and the summary of findings are presented in the same way, free of jargon. Importantly, AEP also identifies the limitations of the study and makes recommendations for action to the field and policy makers.
AEP Wires for Download
Oklahoma A+ Schools: What the Research Tells Us 2002-2007. Part One: 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 is the first of two Wires summarizing the OAS study and focuses on student success and teacher engagement. A second Wire will focus on the OAS network’s effects on schools and communities.
No Child Left Behind: A Study of Its Impact on Art Education (September 2010)
The forthcoming re-authorization of the ESEA has sparked many conversations about the skills students need for college- and career-readiness, including skills identified by the Partnership for 21st Century Skills (e.g. learning and innovation; information, media and technology; life and career skills). These conversations raise the question of how the education system will foster college- and career-readiness, and for purposes of this study, how the next iteration of ESEA will affect visual art and other core subject educators’ ability to teach these skills, and consequently, students’ opportunities to learn them. (Note: This study refers only to visual art education and educators.)
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.
NEA Survey of Public Participation in the Arts: Implications for Arts Learning (January 2010)
The National Endowment for the Arts released the results of the 2008 Arts Participation Survey on December 10, 2009. The SPPA, as it is widely known, is collected periodically by the US Census Bureau as part of its Current Population Survey. It measures multiple specific participation indicators, including attendance at performing arts events, museum visits, and literary reading; however, it does not measure attitudes towards arts or participation. This year’s study has some particularly interesting, if sobering, data about arts participation, including some implications for arts learning.
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.