Finding footprints: Analyzing arts education policy implementation

Shaw, Ryan D.

doi:10.1080/10632913.2018.1530711

Cited by 12 publications

(9 citation statements)

References 15 publications

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“…A strongly supported arts program also comes from the efforts of district administrators, classroom teachers, parents, and students (Abril & Gault, 2008;Major, 2013). In addition, in the face of budget cuts, public-private partnerships with local education agencies and district-to-district partnerships can be critical to maintaining resources and educational staff for arts programs (Bowen & Kisida, 2017;Shaw, 2020). In this study we have found that the cross-state variation in test-based accountability systems implemented during the NCLB era may have been less consequential for arts education than previously thought.…”

Section: Discussionmentioning

confidence: 64%

“…Fully understanding variations in the impact of accountability systems on public secondary arts programs over time is dependent upon understanding the local factors and ethos that affect arts programs in public secondary schools, where most variation likely occurs (Shaw, 2020;Silk & Augustine, 2017). According to sequential regression analysis examining data from the nationally representative, 2009-10 NCES Elementary and Secondary School Survey on Arts Education, having parent/community support and arts specialists serving on school leadership roles were the strongest predictors of securing funding, instructional time, and arts specialists working in secondary schools, controlling for demographic characteristics of schools (e.g., minority status, free/reduced lunch, locale; Miksza, 2013).…”

Section: Discussionmentioning

confidence: 99%

“…Since the early 2000s, there has been substantial documentation of a decrease in music programs and positions in the K-12 public education sector due to changes in school structure and lack of funding (Abril & Gault, 2006Gara et al, 2018;Shaw, 2020;Walker, 2015;West, 2012). However, there is mixed evidence about the impact of test-based performance and accountability on visual art programming in K-12 institutions (Sabol, 2010).…”

Section: Changes In Visual and Performing Arts Programs During The Ncmentioning

confidence: 99%

See 2 more Smart Citations

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?

Gara

Farkas

Brouillette

2020

Arts Education Policy Review

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Section: Discussionmentioning

confidence: 64%

Section: Discussionmentioning

confidence: 99%

Section: Changes In Visual and Performing Arts Programs During The Ncmentioning

confidence: 99%

See 1 more Smart Citation

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?

Gara

Farkas

Brouillette

2020

Arts Education Policy Review

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“…Some teachers had heard rumors, and a few community arts leaders were notified, but it was too late for the needed coordination. 32 However, there are frequent accounts of the opposite outcome-proposed cuts to a music program are met with an overwhelming response of concerned parents, students, and arts education advocates. 33 To be effective at fending off cuts, advocacy coalitions must exist before such cuts are proposed.…”

Section: Recommendation 3: Establish Proactive Music Education Advocacy Coalitionsmentioning

confidence: 99%

How Music Education Policies Come to Be and What Teachers Can Do

Shaw¹

2020

Music Educators Journal

Self Cite

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Policies often directly impact teachers’ lives and practice, requiring them to engage in spite of extremely busy schedules. This article offers encouragement to music educators wanting to be active—and become activists—in education policy. Before becoming active, one must understand how music education policies come to be. I argue that arts education policies mostly come to be indirectly, as an afterthought. This operates in numerous ways, involving collateral damage in other policy-making processes; nongermane, eleventh-hour negotiations; and incomplete or subverted policy implementation. To demonstrate these processes, I reference examples including access to a high-quality music education, content of national and state music standards, and music graduation education requirements. I also offer general recommendations for music educators who wish to advocate for positive change.

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“…In January 2020, Ryan Shaw introduced stories of arts education cuts in a special issue of Arts Education Policy Review (Shaw, 2020). These stories explore the impact of arts funding policy in school districts in Lansing, Michigan; Chula Vista, California; Sarasota, Florida; New York City; Baltimore and Boston.…”

Section: Introductionmentioning

confidence: 99%

The benefits of music workshop participation for pupils’ wellbeing and social capital: the In2 music project evaluation

Ward

James

James³

et al. 2021

Arts Education Policy Review

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This paper reports on the evaluation of the In2 music project in Darlington, England. The project ran for seven weeks from January -March 2020 and involved Year 6 pupils from four primary schools (n = 103) and Year 7 pupils from one secondary school (n = 90), working with Back Chat Brass, a professional brass ensemble. The aim of the In2 music project was to enable pupils to work with professional musicians to enjoy the benefits of group-based music, which include happiness and optimism. These emotions are strongly associated with social capital, which this study defines as the benefits that individuals and communities derive from positive interpersonal relationships. This evaluation asks if the In2 music project resulted in non-quantifiable changes that are associated with positive outcomes for pupil wellbeing and social capital. We explore our findings in relation to a policy climate of cuts to arts education, as shown by the stories in a special issue of Arts Education Policy Review. We argue that while political disregard threatens the development of social capital in economically deprived communities, funded interventions such as In2 can benefit some of the most vulnerable members of such communities.

show abstract

Finding footprints: Analyzing arts education policy implementation

Cited by 12 publications

References 15 publications

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?

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?

How Music Education Policies Come to Be and What Teachers Can Do

The benefits of music workshop participation for pupils’ wellbeing and social capital: the In2 music project evaluation

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