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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Creative Work: How Arts Education Promotes Career Opportunities Beyond the Arts

April 15, 2015

This study takes a closer look at those occupations that do not require a bachelor's degree, asking questions about what kinds of jobs they are and how they compare to jobs that do require at least a bachelor's degree. Specifically, How many job openings are there, and how well do they pay? What kinds of activities do those workers do on the job? What opportunities do they offer to learn on the job? How locally concentrated are those occupations? This report concludes with recommendations for how the K-12 education system could be improved to increase opportunities in LA's creative occupations, in ways that benefit the LA County economy as a whole.

Community Outcomes

The Retention of Chicago's Arts Students in Comparative Perspective

May 28, 2014

Highlights:* 58 percent of Chicago arts-school alumni took up residence in the city within 5 years of the date of their last attendance. Of the regions compared in this report, only New York City has a greater portion of its arts-school alumni taking up residence in the city within 5 years, at 66 percent.* 51 percent of Chicago arts-school alumni were out-of-state applicants who came to Chicago and were still living in the city within five years of their last date of attendance. This is the second highest portion of out-of-state applicants taking up residence in the city of their alma mater. New York City's rate was highest at 54 percent.* Of arts-school alumni who searched for work, 38 percent of those attending school in Chicago obtained work prior to leaving their institution; 85 percent obtained work within a year. Alumni from other regions had similar experiences.*50 percent of Chicago's alumni reported that their first job or work experience was "closely related" to their arts-school training. However, alumni from institutions in Los Angeles County, Cleveland/Columbus and New York City reported higher rates of their first work experience being closely related to their arts training.

Los Angeles Unified School District Arts Education and Creative Cultural Network Plan

June 14, 2013

This paper describes the 2012-2017 plan for funding arts education in the Los Angeles Unified School District. This mission for this project is as follows: The Visual and Performing Arts are an integral part of the District's comprehensive curriculum and are essential for learning in the 21st century. All LAUSD students, from every culture and socioeconomic level, deserve quality arts learning in dance, music, theatre, and visual arts as part of the core curriculum.

Program Models

Engaging Senior Leadership to Advance Arts in School: An Examination of Los Angeles' County's Arts for All 2009-10 Leadership Fellows Program

April 9, 2011

The impetus for Arts for All's Leadership Fellows Program was a brainstorming session in July 2008 on how best to move the Arts for Allcollaborative toward its goal of restoring arts education into the core curriculum for each of Los Angeles County's 1.6 million public K-12 students. Session participants repeatedly circled back to Arts for All's need to engage school district leaders in order to be successful. The goal of the program, the first of its kind in the country, was to increase the capacity of school district leadership to advance quality, access and equity of arts education within their respective school districts. This report focuses on the work and results of the leadership fellows program in the 2009-2010 school year.

Program Models

ARISE 2010 Final Performance Report to the US Department of Education

February 28, 2011

This is the final performance reports from the Performing Arts Workshop to the U.S. Department of Education about Project ARISE (Arts Residency Interventions in Special Education). The report includes performance measure data for the Arts in Education Model Development and Dissemination (AEMDD) grants program. The ARISE Project offers public schools weekly artist residencies lasting between 25 and 30 weeks in theater arts and creative movement for third to fifth grade students. Classrooms participating in ARISE are identified as Special Day Classes or general education classes with special education inclusion (or mainstreamed) students. The ARISE residencies emphasize critical-thinking while engaging in the creative process. Over three years from 2008 to 2010, the Workshop provided ARISE residencies to 63 classrooms from five schools within the San Francisco Unified School District.

Student Outcomes

ARISE 2010 Annual Performance Report to the US Department of Education

September 30, 2010

This is the third of three performance reports from the Performing Arts Workshop to the U.S. Department of Education about Project ARISE (Arts Residency Interventions in Special Education). The report includes performance measure data for the Arts in Education Model Development and Dissemination (AEMDD) grants program. The ARISE Project offers public schools weekly artist residencies lasting between 25 and 30 weeks in theater arts and creative movement for third to fifth grade students. Classrooms participating in ARISE are identified as Special Day Classes or general education classes with special education inclusion (or mainstreamed) students. The ARISE residences emphasize critical-thinking while engaging in the creative process. In the 2009-2010 school year, the Workshop provided ARISE residencies to 18 classrooms from four schools within the San Francisco Unified School District.

Student Outcomes

Arts for All Higher Education Think Tank

May 7, 2010

As we enter the 21st century -- the global information age -- we must ensure our students are equipped to thrive in an environment that will require them to be able to shift their thinking and remain open to learning throughout their lives. Flexibility, innovation, improvisation and the ability to communicate across diverse cultures are skills crucial to future success. The arts are the most efficient way to teach those skills. By working to include and sustain the arts as part of a comprehensive K-12 curriculum, we allow students to cultivate the crucial skills they will need to function in a 21st century world.Arts for All is a dynamic, county-wide collaboration working to create vibrant classrooms, schools, communities and economies through the restoration of all arts disciplines into the core curriculum for each of our 1.7 million public K-12 students. One of the key strategies to ensure high quality arts education is to improve the quality of teaching and learning. We believe that when we help build the skills, knowledge, and confidence of the people who provide arts instruction to students, they are able to translate district policies and plans into high quality student learning. Practical tools and partnership opportunities promote the collective responsibility of classroom teachers, arts teachers, and artists to deliver high quality arts education. The on-going development of teachers and artists increases their ability to raise the quality of arts education.On Friday, May 7, 2010, Arts for All in partnership with California State University at Northridge, hosted the Arts for All Higher Education Think Tank. This event brought together decision makers throughout the education community to begin to discuss how to strategically address quality arts education in teacher preparation programs in order to impact teacher practice and student learning. Over 60 people attended representing 13 institutions of higher education, 3 foundations, 6 school districts and partners from the Los Angeles County Office of Education, Orange County Office of Education and the California Commission on Teacher Credentialing. This report is a transcript of those proceedings.

Program Models

ARISE 2009 Annual Performance Report to the US Department of Education

November 11, 2009

This is the second of three annual performance reports from the Performing Arts Workshop to the U.S. Department of Education about Project ARISE (Arts Residency Interventions in Special Education). The report includes performance measure data for the Arts in Education Model Development and Dissemination (AEMDD) grants program. The ARISE Project offers public schools weekly artist residencies lasting between 25 and 30 weeks in theater arts and creative movement for third to fifth grade students. Classrooms participating in ARISE are identified as Special Day Classes or general education classes with special education inclusion (or mainstreamed) students. The ARISE residencies emphasize critical-thinking while engaging in the creative process. In the 2008-09 school year, the Workshop provided ARISE residencies to 22 classrooms from five schools within the San Francisco Unified School District

Student Outcomes

Arts Education for All: Lessons From the First Half of the Ford Foundation's National Arts Education Initiative

June 1, 2009

Provides an overview of an initiative to expand access to integrated arts education with partnership building, advocacy, and strategic communications activities. Discusses Ford's theory of change, challenges, lessons learned, and case summaries.

Classroom Examples; Funding Trends

An Unfinished Canvas: Local Partnerships in Support of Arts Education in California

April 16, 2009

In 2006, at the request of The William and Flora Hewlett Foundation, SRI International conducted a study aimed at assessing the status of arts education in California relative to state goals. The final report, An Unfinished Canvas. Arts Education in California: Taking Stock of Policy and Practice, revealed a substantial gap between policy and practice. The study found that elementary schools in particular are failing to meet state goals for arts education. In light of these findings, The Hewlett Foundation commissioned a series of follow-up studies to identify policy mechanisms or other means of increasing student access to arts education. This study, focusing on the ability of school districts to leverage support for arts education through partnerships with local arts organizations, is one of the follow-up studies.Partnerships may allow for the pooling of resources and lend support to schools in a variety of ways including artists-in-residency programs, professional development for teachers, exposing students to the arts through the provision of one-time performances at school sites, and organizing field trips to performances and exhibits. According to the California Visual and Performing Arts Framework for California Public Schools, partnerships among districts, schools, and arts organizations are most successful when they are embedded within a comprehensive, articulated program of arts education. Questions about the nature of partnerships that California districts and schools have been able to form with arts organizations, and the success of these partnerships to increase students' access to a sequential standards-based course of study in the four arts disciplines, served as the impetus for this study.A team of SRI researchers conducted case studies of partnerships between districts and arts organizations in six diverse California communities in spring 2008. The case study sites were selected for their particular arts education activities and diverse contexts and, as a result, do not offer generalizable data about partnerships between school districts and arts organizations in California. Instead, we highlight the ways that a sample of partnerships promotes arts education in California elementary schools to inform others who may be interested in building partnerships between school districts and arts organizations.

Classroom Examples

An Unfinished Canvas: District Capacity and the Use of New State Funds for Arts Education in California

April 6, 2009

Questions about district leadership and capacity -- particularly in light of the new funding -- served as the impetus for this study. Through a survey of leaders in 385 districts, we assessed districts' capacity with respect to arts education, explored early spending choices, and examined the relationship between the two. We also studied changes in arts education since the new resources became available and worked to understand the barriers that continue to stand in the way of comprehensive arts education for all California students.

Student Outcomes

Arts for All: the Vanguard Districts Case Studies

February 14, 2009

Arts for All: The Vanguard Districts -- Case Studies from the First Five Years fills a gap in our knowledge about arts education efforts. There is a robust and rigorous body of research on the impact of arts education on students but there is sparse research on the effective strategies for implementing, sustaining and stewarding arts education efforts. Not since Arts EducationPartnership's (AEP) Gaining the Arts Advantage (1999) has there been a comprehensive study of how school districts animate the arts in their schools. We believe these case studies and subsequent cross-case analyses offer new insights about the differences between planning to restore arts education and making that plan a reality.

Classroom Examples