Expanding Access to High-Quality Arts Instruction

Autor/in	Dell'Erba, Mary
Titel	Expanding Access to High-Quality Arts Instruction
Quelle	In: State Education Standard, 20 (2020) 1, S.10-12 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-8000
Schlagwörter	Access to Education; Educational Quality; Art Education; Outcomes of Education; Educational Policy; Academic Standards; Elementary Secondary Education; High School Students; Graduation Requirements; State Boards of Education + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Quality of education; Bildungsqualität; Arts; Art in Education; Kunst; Erziehung; Lernleistung; Schulerfolg; Politics of education; Bildungspolitik; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Abschlussordnung
Abstract	Researchers and policymakers alike recognize the lasting benefits of participation in high-quality arts coursework and in integrating arts into other content areas. Federal policymakers signaled their support for arts education by passing the Every Student Succeeds Act, with its inclusion of the arts as part of a "wellrounded education." Yet many states and districts still lack the data or resources to ensure that all students have equitable access to arts opportunities. The Arts Education Partnership at the Education Commission of the States houses more than 280 summaries of research on the impact of arts education. Collectively, the findings point to improved outcomes for students, educators, and schools. The effects of learning in the arts are even more pronounced for historically underserved students. English language learners and students from low-income backgrounds who engage in the arts are more likely than their peers who did not have access to arts opportunities to complete high school, have a higher GPA, and attend and finish college. While many states collect data on course availability and enrollment, teacher assignment to arts courses, and instructional hours devoted to the arts, most do not report those data publicly. The Statewide Data Infrastructure Project for Arts Education, a partnership between the National Endowment for the Arts and Education Commission of the States, bridged the gaps in arts education and state data systems through reports and technical assistance to help empower policymakers and communities with the necessary information to help ensure all students have access to arts education. Beyond encouraging better data collection and reporting on arts learning, state boards can partner with state advocates and legislators in other ways to help improve access to the arts in education. Key policy areas in arts education span learning standards, instructional requirements, high school graduation requirements, assessment, state accreditation, teacher licensure requirements for nonarts and arts teachers, and grant funding. All 50 states and the District of Columbia have adopted arts education standards for early childhood, elementary, and secondary education, and many state boards have recently updated them. However, not all states define the arts as a core or academic subject. State boards have the opportunity to support, promote, and adopt arts-related policies to expand access to the arts in high-needs districts and schools, including arts integration. They can also include the arts in approaches to ensuring a well-rounded education and providing targeted professional development for educators focused on the arts. From arts education standards and high-school graduation requirements to related policy areas like STEAM, state boards can affect the quality of arts education in their states and ensure that all students have equitable access to arts opportunities. (ERIC).
Anmerkungen	National Association of State Boards of Education. 2121 Crystal Drive Suite 350, Arlington, VA 22202. Tel: 800-368-5023; Tel: 703-684-4000; Fax: 703-836-2313; e-mail: boards@nasbe.org; Web site: http://www.nasbe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01