Americans for the Arts

This new plan is grounded in research that reveals the importance of arts education, and provides data that clearly establishes the starting point—the current state of the arts in CPS The first-ever CPS Arts Education Plan will provide specific recommendations to improve, expand, and strategically coordinate arts education across the District.

This report outlines the successes of the San Francisco Youth Symphony's programming and highlights several statistics from their second phase. 

This report outlines the state of Alabama's efforts to bolster support and advoacy for Arts Education through the establishment of an Arts Education Leadership Team. The task force also looked at several data points and cultural climate indicators. 

Situated at the crossroads of LA’s Skid Row and the burgeoning downtown Arts District, Inner-City Arts is well-positioned to produce greater educational equity for our students and opportunities for them to participate in the region’s growing creative economy. This study looks at the data showing how our work has an impact on the students in Los Angeles.

In the Spring of 2014, DCCAH engaged Quadrant Research to work in collaboration with key stakeholders in District of Columbia Public School (DCPS) and District of Columbia Public Charter School (DCPCS) systems to both craft and implement a comprehensive study on the status of arts education.

For years, Orchard Gardens K-8 Pilot School was plagued by low student achievement and high staff turnover. Then, in 2010, with an expanded school schedule made possible with federal funding, Orchard Gardens began a remarkable turnaround. Today, the school is demonstrating how increased learning time, combined with other key turnaround strategies, can dramatically improve the performance of even the nation’s most troubled schools.

While there is research on the potential for wraparound services, including health care services, family involvement programs, and expanded food assistance programs to eliminate barriers to student learning, there is little known about the possible connection between wraparound services and teacher efficacy. This report examines specific examples of schools where wraparound services are benefiting teachers in addition to students. 

Participants provided data about their curricular theatre programs; play production activities; student and parental involvement; faculty demographics, training, and employment conditions; performance facilities; production resources and new technology used; and program finances. Teachers and administrators detailed their views on the purposes,roles, and values of educational theatre and drama. Questions probed the types of social issues that theatre educators explored with their students through coursework and production experiences, and discussed the challenges that can arise when engaged

High Quality Education in the Arts is a handbook for parents, designed to empower them to advocate for quality arts education for their children. 

This paper demonstrates the effectiveness and importance of community schools to reforming our public school systems in ways that are creative, enduring, and based on measurable results.

National Center on Time and Learning's report, Time Well Spent: Eight Powerful Practices of Successful, Expanded-Time Schools, reshapes the field for expanded-time schools by outlining specific practices that can lead to dramatic increases in student achievement and preparation for success in college and the workforce. Time Well Spent offers an in-depth examination of 30 expanded-time schools serving high-poverty populations with impressive track records of student success, and demonstrates how these schools leverage their additional time in order to

Learning, Arts, and the Brain, a study three years in the making, is the result of research by cognitive neuroscientists from seven leading universities across the United States. In the Dana Consortium study, released in March 2008, researchers grappled with a fundamental question: Are smart people drawn to the arts or does arts training make people smarter? See table of contents, at right

The Arts Facts one pager presents data suggesting students who participate in the arts, both in school and after school, demonstrate improved academic performance and lower dropout rates.

The Arts Fact one pager show the decline of arts educatio in underserved populations.

This Arts Facts one pager provide data to support the connections between high invovlement in the arts learning and general academic success.

This exploratory paper, May the Songs I Have Written Speak for Me: An Exploration of the Potential of Music in Juvenile Justice, sets out to answer the question, “What is the potential of music in the lives of court-involved youth?” Written by WolfBrown in partnership with Carnegie Hall’s Weill Music Institute, the paper is a major investigation of the potential of music to make contributions to the lives of young people in juvenile justice settings, building on the current work of many of the institutions committed to these young people.

This report provides a brief introduction to the role of the arts in after school programs. It consists of a brief summary of recent research findings about both arts and after school programs, a description of the key elements of successful programs and some key examples that showcase partnerships between schools and community-based organizations.

Mosaic released the findings of a three-year study conducted by the University of Michigan Department of Psychology, The Detroit Initiative and area-Detroit community based organizations. The study identifies and assesses the internationally acclaimed, professional performing arts training program’s goals, practice methods, and expected outcome.

This Phase Two Report: 2015-2017 celebrates the return of music education to the elementary school children of Chula Vista. With CVESD, we have proven that making music a part of every child’s school experience is a sound educational choice that leads to increased levels of achievement.