Selection into, and academic benefits from, middle school dance elective courses among urban youth.

Abstract

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.

Associations between extracurricular arts activities, school-based arts engagement, and subsequent externalising behaviours in the Early Childhood Longitudinal Study

“…It is notable that the individual-level association was still present after adjustment for a range of demographic and socioeconomic covariates. Previous research has found strong associations between socioeconomic position, arts engagement 31 , and externalising behaviours 33 – 36 . Our findings align with the little longitudinal evidence available in this area and further support the theory that arts may be an effective risk reduction strategy 23 , 26 .…”

“…However, when children engage in the arts as part of extracurricular activities, arts engagement is socially and geographically patterned and linked with structural opportunities and barriers, with those from lower socioeconomic backgrounds less likely to engage with the arts 31 . Whilst this research has come from outside the US, concerns about unequal access to extracurricular arts activities has been voiced in the US too 32 – 36 . Schools therefore have an important role in providing universal access to the arts.…”

Developing creativity and other 21st century skills through theater classes.

“…However, there has not been a longitudinal, within-theater study of 21CS gains. While the field has mostly moved past issues with correlational designs being taken as definitive causal evidence (Goldstein et al, 2017; Winner et al, 2013), arts effects are rarely investigated over multiple years or levels within the same art form (Alegrado & Winsler, 2020; Gara & Winsler, 2019).…”

Editors’ introduction November 2020.

“…This study adds important new data on the benefits of arts participation in middle school, with implications for educational policy. Next, based on a large-scale prospective study that involved following an ethnically diverse sample of American children from preschool through 8th grade, Gara and Winsler (2020) were able to show that controlling for 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 lower likelihood of suspension during middle school. From an educational policy perspective, this suggests that enrollment in middle school dance elective courses could benefit academic achievement, especially in low-income, urban populations.…”