New Discoveries in High School Arts Participation and the Implications for Equity. Publication 19.49

Autor/in	Andrews, Melissa D.
Institution	Austin Independent School District (AISD)
Titel	New Discoveries in High School Arts Participation and the Implications for Equity. Publication 19.49
Quelle	(2021), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Districts; High School Students; Equal Education; Art Activities; Student Participation; Student Characteristics; Student Diversity; Program Effectiveness; Art Education; Institutional Characteristics; Visual Arts; Music Education; Credits; Graduation Requirements; Advanced Courses; College Readiness; College Attendance; Dance Education; Theater Arts; Texas (Austin) + Suchen Sie Ihr Suchwort? School district; Schulbezirk; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Künstlerische Tätigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Optische Gestaltung; Musikerziehung; Abschlussordnung; Fortgeschrittenenunterricht; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Dance; Tanzerziehung; Theaterwissenschaft
Abstract	In this report, students were grouped into three distinct categories for analysis, based on patterns that emerged in arts participation during high school, which we named spartans, explorers, and deep divers. The patterns in arts participation represent not just the students, but also the opportunities and barriers they encountered. We found that these patterns are strongly associated with student characteristics and postsecondary outcomes. Our hope is that understanding these patterns in arts participation will inform how we strategize for more equitable access to the arts during high school. A separate research brief report also was published. [For the Research Brief, see ED629939.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01