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.

Search this collection

Clear all

36 results found

reorder grid_view

Turnaround Arts Initiative Final Evaluation Report

January 1, 2015

This final evaluation report provides a description and analysis of program impacts in the pilot cohort of Turnaround Arts schools at the end of their second year, including summaries of: 1) the theory of action and program pillars, 2) the evaluation design and research questions, 3) program operation and implementation in the arts, and 4) outcomes and trends in school reform indicators and student achievement data.

Classroom Examples; Student Outcomes

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

A Documentation and Analysis of Surdna Arts Teachers Fellowship Program (SATF): The First Decade 2000-2010

June 30, 2011

Based on documents, interviews, and site visits, reviews the design and impact of a program to boost teaching and learning quality at public arts high schools by supporting teachers' artistic and professional development. Lists issues for consideration.

Classroom Examples

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

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: 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

Designing the Arts Learning Community: Model Professional Development Programs

February 3, 2009

Dawn Ellis and her team scoured the country for exemplary professional development programs in arts education to inform the content of the handbook and create a searchable database of 50 model programs. The handbook is both a guide and a reference resource for arts coordinators, principals, superintendents of instruction and anyone who designs professional development for K-12 arts education. It synthesizes documents, interviews, responses from outstanding practices in the field as well as literature regarding professional development and arts education. The programs profiled, which cover a wide range of partnership types, were selected because theyAddress the scale, scope, or perspectives of school districtsProvide evidence of evaluation, research, and/or reflective practiceProvide insights into approaches relevant to a variety of communities, students, and arts disciplines, orInvolve education reform that includes a strong arts component

Classroom Examples

Arts Residency Interventions in Special Education 2008 Evaluation Report

November 13, 2008

This report includes evaluation findings from the first of three years of data collection for the Performing Arts Workshop's ARISE Project (Arts Residency Interventions in Special Education). 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 2007-08 school year, the Workshop provided ARISE residencies to 24 classrooms from five schools within the San Francisco Unified School District. The report includes the ARISE program methodology; the evaluation methodology; background information on arts education for students in special education; results from the data collected during the 2007-08 school year; a discussion of factors that affect findings and program impact; and recommendations. The appendices to this report include our statistical analysis, data collection instruments, and informed consent forms.

Student Outcomes

ARISE 2008 Annual Performance Report to the US Department of Education

November 13, 2008

This is the first 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 2007-08 school year, the Workshop provided ARISE residencies to 24 classrooms from five schools within the San Francisco Unified School District.

Student Outcomes

Arts for All: 6 Year Review

October 24, 2008

In September 2002, the Los Angeles County Board of Supervisors adopted Arts for All: Los Angeles County Regional Blueprint for Arts Education, a strategic plan to restore arts education -- in dance, music, theatre, and the visual arts -- to the 1.7 million students in Los Angeles County's 81 school districts. The Arts for All Executive Committee, with more than 100 partners and managed by the Los Angeles County Arts Commission, leads this effort. The initiative, having completed its sixth year, has made great strides.

Student Outcomes