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Debate: How does private schooling growth affect the public system and educat...IIEP-UNESCO
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“Much recent attention focuses on the need to improve high school graduation and college degree completion. But, relatively less attention has focused on whether graduates and degree recipients have the skills and education required by employers,” Perna said.
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2. SP3 Gap Analysis
Comparing Policies to Practice
Gap Analysis Goals:
To determine how effective policies are; which polices are
being implemented; and what constitutes good policy
language.
To raise awareness about the importance of policy in
ensuring access to arts education.
Gap Analysis Research
Interviews with 50 States and D.C.
ArtScan Database
3. Gap Analysis
Synthesizing Current Research
Synthesizing current research reveals:
Many examples of proven benefits of arts
exposure
Some policies require arts instruction or define
the arts as a core curriculum
Statewide surveys indicate a discrepancy in
policy versus practice
4.
5. SP3 Gap Analysis
Interviews
Interview Questions
Questions included the following themes:
ArtScan review and recommendations
Policy effectiveness and evaluation
Critical policy language
Additional policies needed
Successes or barriers to success
Arts Education Allies
Model Schools, Districts, and Arts Organizations
Other factors
7. 40
38
26
14
10
10
6
6
6
Arts Instruction Fundamental (e.g. Core)
Learning Standards/Curriculum
High School Graduation Requirement
Mandatory language (should vs. must)
Instruction in four/five disciplines
Teacher Training/Certification
Language Should Be More Clear
Assessment/Evaluation
Competing requirements (eg. CTE, and/or)
Critical Policy Language
8. 46
33
24
21
17
17
15
13
13
11
Accountability System
Arts Ed College Admission Requirement
High School Requirement (Strengthen, etc)
Assessment/Evaluation
Adequate and Equitable Resources
Arts Education Training Requirement/Competency for
all teachers
Arts Integration
Arts as Required, Not Optional
Statewide Reporting/Data System
Adequate/Qualified Staffing
Additional Policies Needed
11. 44
25
22
19
16
16
15
11
9
8
Showcase Successes
Professional Development
Collaboration with Arts and Cultural Organizations
Arts Integration
Leverage Financial Support
Provide Advocacy Opportunities
Success attracts attention of policymakers
Best Practices/Practical Models
Provide Data
Magnet Schools
Model Schools, Districts, or Arts Organizations
12. 41
37
33
23
23
22
17
16
15
14
Elected/Appointed Officials Hinder
Statewide Arts Advocacy or Education Agency Helps
Coalition/Task Force Helps
Elected/Appointed Officials Help
How? Engage Stakeholders
DOE Leadership Helps
Arts Councils/Grant Programs Help
How? Provide Resources
Hindrance: Individual Interests/Discipline-Specific
Advocacy
Communication/Collabortion Helps
How Advocacy Allies or Key Leaders Help (or Hinder)
14. SP3 Gap Analysis
Takeaways
CALL TO ACTION!
Arts Education
Navigatorwww.americansforthearts.org/arts-
education-navigator/your-state
For more information about AFTA’s State Policy
Pilot Program:
www.americansforthearts.org/sp3
15. Resources
Arts at the Core: Every School, Every Student (Chicago, IL: Illinois Creates, 2005) Accessed June 2, 2015, http://www.aep-arts.org/wp-
content/uploads/2014/05/IL-2005.pdf
Arts Education in Michigan: Fostering Creativity and Innovation (Royal Oak, MI: Michigan Youth Arts, 2012) Accessed May 3, 2015,
http://programs.ccsso.org/link/aep/MI2011.pdf
Arts Education Makes a Difference in Missouri Schools (St. Louis, MO: Missouri Alliance for Education, 2008) Accessed June 11, 2015,
http://www.aep-arts.org/wp-content/uploads/2014/05/MO- 2008.pdf
Bell, Allen. Arts Education in the South Phase I: Public School Data and Principals’ Perspectives (Atlanta, GA: A South Arts Research
Publication, 2014) Accessed May 5, 2015, http://programs.ccsso.org/link/aep/SouthArtsReport2014ALFLGAKYLAMSNCSCTN.pdf
Cirillo, Patricia J., DeMuro, Aimee, Young, Amber. Colorado Visual and Performing Arts Education Survey Statistical Report. (Shaker Heights,
OH: Cypress Research Group, 2008) Accessed on May15, 2015, http://programs.ccsso.org/link/aep/CO2008.pdf
Collins, Sarah Katherine. Access to the Arts in Oregon Schools. (Salem, OR: Oregon Arts Commission, 2011) Accessed June 1, 2015.
http://www.aep-arts.org/wp-content/uploads/2014/05/OR-2011.pdf
Engaging Students, Supporting Schools, Accessing Art Education: Highlights from the Arizona Arts Education Census Project. (Arizona Arts
Education Research Institute) Accessed May 5, 2015, http://www.aep-arts.org/wp-content/uploads/2014/05/AZ-2010.pdf
For Our Children: A Report on the Status of Arts Education in Idaho (Idaho Commission on the Arts and Idaho State Department of Education,
2010) Accessed May 13, 2015, http://www.aep-arts.org/wp- content/uploads/2014/05/ID-2009.pdf
For Our Children: A Report on the Status of Arts Education in Montana (East Centerville, UT: Montana Arts Council and Bothell Assessment
and Research, 2010) Accessed June 11, 2015, http://www.aep- arts.org/wp-content/uploads/2014/05/MT-2009.pdf
Guha, R., Woodworth, K.R., Kim, D., Malin, H., & Park, J. (2008). An unfinished canvas. Teacher preparation, instructional delivery, and
professional development in the arts. (Menlo Park, CA: SRI International) Accessed May 10, 2015, http://www.aep-arts.org/wp-
content/uploads/2014/05/CA- 2008.pdf
K-12 Arts Education: Every Student, Every School, Every Year (Olympia, WA: Washington State Arts Commission, 2009) Accessed June 11,
2015, http://programs.ccsso.org/link/aep/WA2009.pdf
Kaufman, Julia et al., Arts Education Collaborative Baseline Survey on the State of Arts Education in Southwestern Pennsylvania (Pittsburgh,
PA: University of Pittsburgh Center for Learning in Out of School Environments, 2005) Accessed June 1, 2015. http://www.aep-arts.org/wp-
content/uploads/2014/05/PA-2005.pdf
Keeping the Promise, Arts Education for Every Child: The Distance Travelled – The Journey Remaining
(New Jersey Arts Education Partnership, Quadrant Arts Education Research, 2012) Accessed May 5, 2015, http://www.aep-arts.org/wp-
content/uploads/2014/05/AZ-2010.pdf
Kirkpatrick Foundation/Quadrant Arts Education Research, 2009, Music Education in Oklahoma Schools: A Preliminary Review. Accessed May
10, 2015, www.artsedresearch.org/oklahoma.html
Literacy in the Arts: A Framework for Action (Providence, RI: Rhode Island State Council on the Arts and Rhode Island Department of
Education, 2001) Accessed June 1, 2015 http://www.aep- arts.org/wp-content/uploads/2014/05/RI-2001.pdf
Morrison, Robert B. and Patricia J. Cirillo. (2012). Building a Legacy: Arts Education for All Minnesota Students. (Golden Valley, MN: Perpich)
Accessed May 10, 2015. http://www.aep-arts.org/wp- content/uploads/2014/05/MN-2012.pdf
Measuring Up: New Hampshire Arts Education Data Project Report (New Hampshire Department of Education, 2011) Accessed June 7, 2015,
http://programs.ccsso.org/link/aep/NH2009.pdf
New Mexico Fine Arts Education Act: Program Plan and Evaluation--Year 10 (New Mexico Public Education Department, New Mexico
Department of Cultural Affairs, and New Mexico Arts, 2013), Accessed June 1, 2015,
http://ped.state.nm.us/Humanities/Arts/2013/Fine%20Arts%20Education%20Act.Final%20wlette r.pdf
On Thin Ice: Arts Education in Alaska Schools (Alaska State Council on the Arts, in partnership with Alaska Arts Education Consortium, a
member of the Kennedy Center Alliance for Arts Education Network, 2009.) Accessed May 20, 2015, http://www.aep-arts.org/wp-
content/uploads/2014/06/AK-2009.pdf
The Status of Arts Education in Ohio’s Public Schools (Ohio Alliance for Arts Education, Ohio Arts Council, and Ohio Department of Education,
2013) Accessed June 11, 2015, http://programs.ccsso.org/link/aep/OH2013.pdf
Editor's Notes
For the past 13 months, I have had the pleasure of serving as a fellow for Americans for the Arts through the State Policy Pilot Program or SP3 through the Gap Analysis under the direction of Arts Education Policy Manager Kristen Engebretsen. You have more information about the Gap Analysis and SP3 as a whole, which included three strategies:
1 – State-based Data Collection
2 – Working with States
3 – Networking and Knowledge Sharing
The gap analysis falls squarely in strategy 1.
Gap Analysis Goals:
To determine
Policy effectiveness;
which polices are being implemented;
and what constitutes good policy language.
To raise awareness about the importance of policy in ensuring access to arts education.
Gap Analysis Research
Interviews with 50 States and D.C.
ArtScan Database
Synthesizing current research reveals:
Many examples of proven benefits of arts exposure
Some policies require arts instruction or define the arts as a core curriculum
Statewide surveys indicate a discrepancy in policy versus practice
The ArtScan database and specifically the State of the States 2016 summary served as a resource throughout the study. This summary highlights 13 Key Policy Indicators from whether the arts are designated as a core subject to instructional requirements to whether the state has an arts education grant program.
Interview Questions
Questions included the following themes:
ArtScan review and recommendations
Policy effectiveness and evaluation
Critical policy language
Additional policies needed
Successes or barriers to success
Arts Education Allies
Model Schools, Districts, and Arts Organizations
Other factors
For each of the interview questions, we have a slide relating to the accompanying data and a quote.
In terms of policy effectiveness, accountability-related responses were the most prevalent.
“Well, we have accountability standards, right?...it’s up to the district, if an art specialist is going to be in a school, the district can choose an art form. If not, the classroom teacher is supposed to. And we certainly come in, in that realm of saying, the arts for every child, access and equity are important, across the board. And in our work, we have seen too many schools where there’s lip service but no reality.”
Arts Instruction as Fundamental and Learning Standards or Curriculum were top responses, but in terms of critical policy language, this quote relates to mandatory language with 14 responses.
“Well, there are two 4-letter words that people don't like to say, but are extraordinarily powerful in administrative code and they are “must” and “shall.”
Additional policies recommended primarily related to accountability, whether through surveys, reports, assessment or evaluation.
Additionally, some states reflected on current policies:
“[My state] has all but three policy areas checked off and I’m not sure that checking off the other three areas would have measureable impact. I do think that strengthening, clarifying and monitoring existing policies would have an impact.”
Lack of Resources came in a close second, but factors relating to Curriculum and Instruction were listed as the top barriers to success.
“…arts assessment is not an A,B or C, answer. It’s a little bit more complicated, it takes a little bit more time, it takes a little bit more resources but that is actually incredibly valuable and ultimately pays for itself when the time is devoted to that piece. So what I would be looking for is maybe a more comprehensive assessment plan for arts education… and that would have to be acknowledged from the policy makers.”
In terms of successes in policy implementation, interviewees reported administrative and instruction successes, along with engaging stakeholders at #3.
“One interesting thing happened to me one of those days that I was at the state house, I had talked about how bringing the arts into a school was a way to engage parents who were previously perhaps not engaged or engaged negatively in school culture, and one of the legislators came up to me and said we have been trying to find ways to legislate parent involvement, I’m interested in it.”
Interviewees overwhelmingly reported that model schools, districts or arts organizations impacted arts education policy by showcasing successes.
“I think what's really key is when those model schools or programs do have data collected, that shows the impact on students, because when any stakeholders from mom all the way up to the governor can see that we impacted a student’s life through the arts, or a school or a district, then that really helps move the other districts or schools that are implementing the program to that same level.”
One interesting finding included that elected officials were noted to hinder as advocacy allies or key leaders and also help at 41 and 23 responses, respectively.
“Last spring we did a push for Content Specialist at the National Core Arts Center…we had people all around the state writing for legislators and secretary of education and agency of education really demanding this that we recognize the arts as core, and it was really effective because it made the Agency of Education and the Secretary of Education reaffirm their support of the arts.”
AND
“It really has to reach into the community, then you know you’re getting traction. So I think our role as advocates is just to keep cultivating relationships of the people who get it. And just empower them.”
Factors for influencing implementing policy include: accountability, policy, leadership, and advocacy.
Accountability
Policy can be influenced by accountability factors, including:
Reporting, data collection, surveys
Department of Education visits
Arts included in school/district planning
Graduation requirements
Policy
Nugget #1: An opportunity: since interviewees often revealed a lack of policy knowledge or understanding, arts education stakeholders could benefit from better understanding of arts education policy.
Leadership
Nugget #2: Leaders who value the arts make a difference in arts education.
Professional development in the arts for principals can be a means to engage leadership, as well as
Including the arts in school and district planning.
Advocacy
Nugget #3: Working together with all stakeholders yields greater success
Mobilizing non-traditional advocates such as parents, students, teachers can be effective.
CALL TO ACTION
Arts education in the United States varies according to varying policies, procedures and funding. To better understand the policies in your state, you can use the Arts Education Navigator for more information on who to contact for updates on state arts education policy.