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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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.

Annual Arts in Schools Report 2011-2012

September 6, 2013

Data from the 2006-12 Annual Arts Education Surveys and other NYCDOE databases for 2006-12 have yielded valuable information to school leaders, teachers, parents, and community-based organizations to expand students' access to and participation in the arts. Under the leadership of Mayor Bloomberg and Chancellor Walcott, the NYCDOE maintains a strong commitment to arts education for all students. The success of our endeavor to build the quality of arts instruction and equity of access across all schools, as articulated in the Blueprints for Teaching and Learning in the Arts, will depend on our continued collaboration with the arts and cultural community, the higher-education community, and other city and state agencies. Working with the New York State Education Department (NYSED), the arts and cultural community, and the higher-education community, along with school leaders and parents, the NYCDOE is fully committed to supporting quality arts education, even in the face of the most severe fiscal crisis in 40 years, and will continue to:ensure student achievement in the arts;support school leaders to plan and provide comprehensive, sequential Blueprint-based instruction for all students;build capacity of teachers to deliver quality teaching and learning in the arts; andsupport all schools to meet ArtsCount/NYSED requirements.The Office of Arts and Special Projects (OASP) -- within the Office of School Programs and Partnerships, Division of Academics, Performance, and Support -- continues to analyze arts education data to refine and develop strategies to address the findings of the Annual Arts in Schools Report and support arts education citywide.

Funding Trends; Program Models

Staying in School: Arts Education and New York City High School Graduation Rates

October 31, 2009

Explores links between arts education -- certified teachers, dedicated and equipped arts classrooms, partnerships, field trips -- and high school graduation rates in New York City public schools. Calls for arts instruction for at-risk students.

Student Outcomes

Revitalizing Arts Education Through Community-Wide Coordination

June 18, 2008

Based on site visits, interviews, and literature and document reviews, presents a comparative case study of how six community initiatives were launched to improve arts education through collaboration among multiple organizations and how they evolved.

Classroom Examples; Community Outcomes

Profiles In Excellence: Case Studies of Exemplary Arts Education Partnerships

September 11, 2007

This monagraph is a supplement to Partners in Excellence, the National Guild's guide to structuring and managing community school of the arts/public school partnerships. It describes three exemplary programs: The Community Partnership in the Arts between Philadelphia's Samuel S. Fleisher Art Memorial (a visual arts organization) and George Washington Elementary SchoolThe Pathways to Performance Initiative partnership between MacPhail Center for Music and Whittier International Elementary School, both in Minneapolis, and the Wilder Research Foundation in St. PaulThe Partners in Arts Education Program, a multi-disciplinary partnership between Henry Street Settlement in New York and the Lower Manhattan Arts AcademyThe Guild chose to examine these partnerships for two reasons: 1) each exemplifies all the best-practices criteria described in Partners in Excellence and 2) each has a particular feature that makes it exceptional. We hope that the case studies of these three partnerships will inspire leaders in the field to continue to increase access to quality arts education by further developing their organizations' partnerships with America's public schools.

Classroom Examples

The Arts and School Reform: Lessons and Possibilities From the Annenberg Challenge Arts Projects

March 19, 2003

The three Annenberg Challenge Arts projects (in New York City, Minneapolis, and a national consortium of schools) fostered a civic commitment to arts education in their local schools and communities, which led to an expansion in local ownership and investment in arts education. The report offers insights from arts education for school reform practitioners (build reform from within; make excellence equitable) and lessons from standards-based reform for arts educators (rethink accountability; begin with permanence in mind).

Classroom Examples; Student Outcomes

Arts Alive!: 2001-2002 Project Report

August 31, 2002

Embracing HAI's mission of Hope and Inspiration through the Arts, Arts Alive! targeted New York City youths from schools and districts most affected by the September 11th attacks. Between January and June 2002, Arts Alive! arranged for more than 10,500 New York City schoolchildren to attend cultural events with classmates, parents and teachers. Arts Alive! engaged children who had lost a family member, children from schools with a direct view of the WTC, children from schools in lower Manhattan forced to relocate, children in schools that absorbed relocated students, and children from schools in the lower Manhattan and New Jersey areas.

Classroom Examples; Student Outcomes