In recent years many school districts have had to restructure their arts curriculums to meet the growing emphasis on standards that is central to most school reform. This unique collection is meant to assist educators, policymakers, grantmakers and other stakeholders by focusing on the potential benefits of arts education for students and communities alike, and providing examples of creative ways school districts are handling their constraints.

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Partnerships in Arts Integrated Research

January 25, 2013

The PAIR (Partnerships for Arts Integration Research) complete final report is an evaluation of a four year, federal Department of Education funded Arts in Education Model Development and Dissemination (AEMDD) project administered by the Chicago Arts Partnerships in Education (CAPE) in partnership with the Chicago Public Schools. This project brought together 3 pairings of school populations (a world languages focused magnet cluster school with a fine-arts focused magnet cluster school; a math and science focused magnet cluster school with a fine arts focused magnet cluster school; and a literature and writing focused magnet cluster school with a fine arts magnet cluster school) to work with teaching artists in 4th, 5th, and 6th grade classrooms. Results from the six schools were compared with six control schools of similar status, resources, student population, demographic factors, and comparable levels of academic achievement prior to the start of the PAIR project.The PAIR research and evaluation focuses extensively on teacher impact and student achievement. Two principal investigators noted for their work in the fields of teacher education, student learning, and arts in education teaching and learning practices engaged in this research: Dr. Gail Burnaford, School of Education faculty at Florida Atlantic University, who examined the impact of PAIR on classroom teachers, and Dr. Lawrence Scripp, Director of the Center for Music-In-Education, Inc, who analyzed student arts integration and academic learning outcomes and their relation to PAIR teacher professional development outcomes and controlled for student demographic factors. Burnaford's and Scripp's cumulative findings on the impact of PAIR on teacher professional development, student learning and the intersections between teacher and student outcomes over the three-year time period of the project are presented in the three-part comprehensive report.Lawrence Scripp and Laura Tan Paradis (PAIR research coordinator) provide a brief summary of the project findings as an addendum to the comprehensive three-part PAIR Report.

Program Models; Student Outcomes

PAIR Final Comprehensive Report Part 3: Analysis of PAIR Student Arts Integration Assessments and their Intersections with Teacher and Student Performance Outcomes

May 17, 2012

While the previous two parts of PAIR report focused entirely on the impact of PAIR on teacher professional development and on student standardized academic test results, Part 3 of the report is organized into seven sections that present the analysis of multiple student arts integration learning assessment results and the intersection among teacher-student outcome variables by the final year of the project. The results are reported in seven different sections, each featuring its own table of contents, list of figures and tables, and an appendix:A. Snapshots of Arts Integration (SAIL) Interview Response Ratings analyzed for control treatment and within-treatment school differences in students' understanding of arts integration processes and connections;B. PAIR Student Survey Responses analyzed for control-treatment school differences in the perception of arts integration practices in their classrooms and control-treatment schooldifferences in the presence of classroom culture practices most highly associated with PAIR professional development goals and outcomes;C. PAIR Partnership Arts Integration Learning (PAIL) Student Work Samples analyzed for qualitative differences among within PAIR treatment school classroom practices and in relation to the documentation and assessment goals for the PAIR project;D. PAIR Portfolio Conference Performance Assessments of teacher verbal reflections and student individual and group performance assessments analyzed for qualitative differences in PAIR treatment school PAIR student work and portfolio conference performance assessments.E. PAIR Portfolio Conference Performance Assessments of student individual and group performance assessment data analyzed statistically for their relationship to SAIL assessments, PAIL classroom ratings, and teacher portfolio conference performance data.F. PAIR Treatment School Teacher-Student Outcome Intersections analyzed for statistically significant degrees of association between teacher professional development variables analyzed and student learning outcome data.

Classroom Examples; Student Outcomes

PAIR Final Comprehensive Report Part 2: Impact of PAIR on Student Academic Performance

June 27, 2011

This report is the second part of a three-part comprehensive report filed by both Dr. Burnaford and Dr. Scripp, as Co-Principal Investigators of the PAIR project.The first report, written by Dr. Gail Burnaford [2010], focused primarily on three years of collecting evidence of progress meeting PAIR teacher professional development goals, the evolution of teacher professional development outcomes in comparison with control group teachers, and speculation on theg eneral impact of high quality PAIRteacher practices on student learning.The second and third parts of this report, written by Dr. Lawrence Scripp and his research team from the Center for Music-in-Education and CAPE (2011-2012], focus on the impact of PAIR on student learning. This second report (2011) reports primarily on differences among control-treatment statistical comparisons of PAIR student academic test outcomes. The following third report (2012) features an extensive review of qualitative and quantitative aspects all PAIR student arts integration outcome data. In addition, it provides a comprehensive analysis of the possible statistical links between seven teacher professional development factors and four student learning outcomes.In this paper reports on a research project in arts integration education, conducted in the Chicago Public Schools in partnership with Chicago Arts Partnerships in Education (CAPE), a research-based organization focused on optimizing the impact of artists and arts learning in schools for the benefit of whole-school improvement in arts learning, teacher professional development, and school culture.

Classroom Examples; Student Outcomes