It is critical for research on the effects of arts engagement to identify and carefully control for preexisting selection factors that differentiate those who do and do not get exposure to the arts. We prospectively followed a large and diverse sample of preschool children (n = 31,332; 61% Latino, 32% Black, 55% ELL, 81% free/reduced lunch) until they completed 6th, 7th, and/or 8th grade. School readiness was assessed during pre-K, and archival public-school data were collected in middle school. Overall, 40% of students took some kind of arts elective course (music, dance, drama, visual art) during middle school. Black students, males, students with disabilities, those previously retained, and those not English proficient had reduced odds of taking an arts class. Children with stronger school readiness skills at age 4 and stronger academics in 5th grade were more likely to enroll in arts-related courses. Importantly, controlling for prior variables associated with selection into the arts, including prior academic performance, students with exposure to an arts elective in middle school subsequently had significantly higher GPAs and math and reading scores, and decreased odds of school suspension, compared to students not exposed to the arts.

Although research shows associations between adolescents general arts involvement and academic performance, little research documents links between enrollment in middle school dance elective courses and academic achievement, especially within low-income, urban populations. Further, differences between adolescents who do and do not have access to, or self-select into, middle school dance electives have yet to be identified. We prospectively followed a large (n ϭ 31,332), ethnically diverse sample of children from preschool through 8th grade in Miami, Florida. About 7% of adolescents enrolled in a dance elective course at some point in middle school (6th-8th grade), with the majority of those (68.8%) taking dance for only one year. Black students were more likely than White and Latinx students to attend middle schools that did not offer dance. When dance courses were available, males and Black students were less likely to select into a dance elective. Students who took dance in middle school showed greater initial social skills at age four and better prior academic achievement in elementary school compared with those who did not take dance. Importantly, controlling for all preexisting selection effects and prior academic achievement, dance engagement in middle school was associated with higher grade point averages and standardized test scores, better school attendance, and a lower likelihood of suspension during middle school, with stronger positive effects observed for taking dance electives for multiple years. Implications for future research and educational policy are discussed.

No abstract

No abstract

There has been widespread conversation in the U.S. about whether the passage of the No Child Left Behind Act (NCLB) had a negative impact on arts programs in public secondary schools. This study investigates whether the consequential accountability systems introduced in 2002 decreased either the number of visual and performing arts (VAPA) educators or courses in public secondary schools during the NCLB era. We use a difference-in-difference design with five waves of data from the Schools and Staffing Survey. We found evidence that statewide consequential accountability systems were not associated with long-term changes in the number of VAPA educators or VAPA courses in public secondary schools. Yet, during the NCLB era, levels of public secondary school music educators decreased.