Americans for the Arts

In celebration of back to school in August 2014, JCPenney Cares focused on supporting arts in education across the country by releasing the infographic Supporting Arts Education. In addition, JCPenney encouraged customers to help ensure that arts remain an essential element of the school experience for all students by rounding up their purchases to the nearest dollar. Contributions were donated to JCPenney Cares to fund national and local programs supporting arts in education. Partners include Turnaround Arts, Young Audiences and Little Kids Rock. Learn more at jcpenney.com/jcpcares.

From data collected from the 2010 American Community Survey (ACS), the Census Bureau has created a series of infograhpics showing the pathways to earnings after certain types of bacherlor degress have been obtained by a subsection of the populations. This infographic focuses on statistics for people who obtained Visual Arts degrees. Also available as an inforgraphic is Pathways After a Bachelor's Degree in Visual Arts.

From data collected from the 2010 American Community Survey (ACS), the Census Bureau has created a series of infograhpics showing the pathways to earnings after certain types of bacherlor degress have been obtained by a subsection of the populations. This infographic focuses on statistics for people who obtained Visual Arts degrees.

This report examines the significant achievements in arts education since 2008 largely due to two pieces of Colorado state legislation, Senate Bill 212/CAP 4K (2008) and House Bill 1273 (2010). These laws mandated the creation of academic standards in visual and performing arts and have led to district/teacher-created arts assessments, curricular templates, and educator effectiveness resources.

This report is the five-year follow-up to the On Thin Ice report. It details the changes and advancement of arts education in Alaska schools.

This report uses these statistics to show the status of arts education in South Carolina as it seeks to improve its state-wide arts education programs for future generations.

This report summarizes Oregon Department of Education data and provides detailed information about Oregon students’ access to learning in, through and about the arts.

The vision of Ohio’s State Board of Education is “for all students to graduate from the pre-K-12 education system with the knowledge, skills and behaviors necessary to be well prepared for success.” This report builds on Ohio’s continued interest in the strength of arts learning and its role in school academic programs.

This report discusses the status of arts education in Maine as the state re-invents its traditional economies and forms of education.

The purpose of the Fine Arts Education Act is to encourage school districts to offer opportunities for elementary school students to participate in fine arts activities, including visual arts, music, theater and dance. The report is designed to provide a framework for assessing the impact of the 2003 Fine Arts Education Act (FAEA) on New Mexico public elementary schools.

DC Commission on the Arts and Humanities (DCCAH) goal is to ensure that every child has access to a robust and high quality education in, though, and about the arts by the time he or she graduates from a public high school in the District of Columbia. For this report, the principals of 234 schools, including 111 district schools and 123 charter schools/campuses, were asked to complete an on-line survey to provide detailed information on arts education in his or her school.

This report summarizes the status of arts education in Montana using data collected from 313 of Montana’s 847 elementary, middle and secondary schools statewide. This information was formed from responses by principals, superintendents and head teachers – it is their perception of the state of arts education in their schools.

This study captured in-depth information to supplement and update information about the current cohort of 20 AAMS and three Kennedy Center Schools of Distinction. The information was analyzed and compiled toidentify Critical Success Factors – characteristics common to all AAMS.

This paper describes an analysis of data from  two  different  academic  years  of 12th grade  public  school  student  populations  from  the  state  of  Florida.

Following the first ever National Summit for Creative Youth Development, which ran from the 27th to the 29th of March 2014, Americans for the Arts hosted a Blog Salon centered on the emerging field of Creative Youth Development. The content of this Green Paper is from the September 2014 Creative Youth Development Blog Salon.

The West Virginia State of the Arts Survey is the first statewide collection of data on arts education in West Virginia.