The overall image presented of arts education in public schools is that arts are losing ground against more urgent educational priorities. News stories portray arts education as easily traded off in an era of cash-strapped school districts and an increasing focus on standardized testing. By placing the majority of stories in the local and community sections of its publications, the media creates the impression that the decline of the arts in public education is not an issue of national importance. While the arts are not portrayed by the media in a negative light, the media does reinforce a sense of the inevitability of their disappearance. The arts are portrayed as low on the priority list in an educational environment fraught with competing interests. Emerging from this analysis is a media frame that sets up an either/or scenario in which arts education is pitted against core education priorities during budget shortfalls. Arts education also is portrayed in opposition to an increased focus on standardized tests. There is the perception among arts education advocates that an increased focus on testing of core subjects such as math and reading have narrowed public school curricula. The end result seems to be the media impression that when forced to choose between testing or the maintenance of the arts in the classrooms, the arts must go. While richerﾝ school districts can afford to maintain their arts program and poorer schools go without, the inequality of students educational experiences are largely glossed over by the media. Instead, media coverage highlights the role that foundations, businesses, and community or anizations are playing in supplementing arts learning experiences in economically disadvantaged public schools.

The overall image presented of arts education in public schools is that arts are losing ground against more urgent educational priorities. News stories portray arts education as easily traded off in an era of cash-strapped school districts and an increasing focus on standardized testing.