Comparing State Mandated Test Scores for Students in Programs with and without Fine Arts in the Curriculum

Autor/inn/en	Garcia, Cynthia; Jones, Don; Isaacson, Carrie
Titel	Comparing State Mandated Test Scores for Students in Programs with and without Fine Arts in the Curriculum
Quelle	In: Journal of Case Studies in Education, 7 (2015), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1949-6427
Schlagwörter	Quantitative Daten; Fine Arts; Art Education; Reading Achievement; Mathematics Achievement; Achievement Tests; Standardized Tests; Rural Schools; School District Size; Scores; Comparative Analysis; Statistical Analysis; Ethnicity; Socioeconomic Status; Educational Legislation; Federal Legislation; Elementary Secondary Education; Pretests Posttests; Texas + Suchen Sie Ihr Suchwort? Bildende Kunst; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Standadised tests; Standardisierter Test; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; School districts; Size; Schuleinzugsbereich; Statistische Analyse; Ethnizität; Socio-economic status; Sozioökonomischer Status; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	As a result of the No Child Left Behind Act (NCLB) of 2001, many school districts have reduced instructional time for the arts in order to focus on reading and mathematics. Accordingly, fine arts programs across the nation have become subject to budget cuts or elimination in order to meet federal accountability measures. Hit especially hard are small, rural school districts. The purpose of this study was to determine the impact of a fine arts program on the reading and math achievement, as measured by the Texas Assessment of Knowledge and Skills (TAKS) test, of third- through eighth-grade students in a small, rural school district. The theories of constructivism, multiple intelligences, and brain-based learning served as the bases for the alternate treatment posttest-only nonequivalent group design quantitative study. An analysis of variance (ANOVA) was utilized to determine if significant differences existed among the reading and math TAKS scores of all students across the levels of fine arts implementation in 2007 (Level 1), 2008 (Level 2), 2009 (Level 3), and 2010 (Level 4). The levels of fine arts implementation corresponded to 0, 1, 2, or 3 years of fine arts added to the curriculum. Additional analyses were repeated to examine the difference by students' ethnicity and socioeconomic status. Results from the study indicated participation in the arts increased reading achievement for all students and increased reading and math achievement for both the Hispanic and the economically disadvantaged populations. It is recommended that these results be shared in an effort to expand the knowledge base of rural educators and to assist in closing the achievement gap for at-risk students enrolled in small, rural school districts. (As Provided).
Anmerkungen	Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: editorial.staff@aabri.com; Web site: http://www.aabri.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01