Factors of resilience in secondary school drama/theatre teachers

Did consequential accountability policies decrease the share of visual and performing arts education in U.S. public secondary schools during the No Child Left Behind era?

“…During NCLB, secondary school drama teachers reported that educational stakeholders were increasingly questioning the value of drama programs, leading to reduced access to resources and a resulting decrease in drama instruction (McLaughlin, 2016). On the other hand, for decades, dance education programs have been the least available form of arts education in the United States (Parsad & Spiegelman, 2012).…”