Courtesy of Ingenuity: A Resource to Share
Be sure to share this video, which serves as a reminder to CPS principals and members of CPS schools' governing bodies, such as Local School Councils, of the importance of the arts to each and every school:
Arts Education Research Resources
Years of research have provided much correlative data supporting the arts in education:
For a comprehensive database of arts education research go to ArtsEdSearch.
The Arts Education Partnership publishes reports annually on arts education in all fifty states. For more information on the state of arts education across the nation go to the summary of state policies and the research and policy briefs.
The University of Chicago Consortium on School Research (UChicago Consortium) and Ingenuity are released a report on June 11, 2019 to support educators in the arts and other subject areas in their efforts to contribute to students’ social-emotional development. In Arts Education and Social-Emotional Learning Outcomes Among K-12 Students: Developing A Theory of Action, the authors describe how arts learning experiences have the potential to promote the development of social-emotional competencies and suggest that these developmental processes can be replicable across subject areas.
Evidence suggests that practices traditionally found in arts education can play a critical role in developing college- and career-ready skills, such as innovation and collaboration. Participation in arts education processes and practices can translate into the development of both artistic and social-emotional competencies, including self-management, self-discipline, interpersonal skills, and self-expression, that extend beyond arts. Read the full report here.
Released in March 2012, the Council on Foreign Relations' Independent Task Force Report No. 68: U.S. Education Reform and National Security discusses the value of the arts in education:
"The 9/11 Commission highlighted four U.S. shortcomings that opened the door to the terrorist attacks. One of these was a failure of imagination on the part of U.S. security agencies. The Task Force believes that all young people—those who aim to work in national security and those who aim to work in corporations or not-for-profit organizations—must develop their imaginations from an early age…The Task Force members believe that to retain this important competitive edge, lessons in creativity— whether in the arts or in creative analysis or imaginative problem solving, must begin in early elementary school." (p. 47).
Released in March 2012, The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies shows how arts education can lead students to better academic outcomes, higher career goals, and a more civically engaged behavior. The study reports these and other positive outcomes associated with high levels of arts exposure for youth of low socioeconomic status.
In April 2012, the U.S. Department of Education released its first congressionally mandated survey of arts education in our nation’s K-12 schools in more than a decade. The data was collected via several Fast Response Survey System (FRSS) surveys during the 2009-10 school year. This report provides national data about arts education for public elementary and secondary schools, elementary classroom teachers, and elementary and secondary music and visual arts specialists.
In December of 2011, members of The VIVA Chicago Teachers Idea Exchange Writing Collaborative presented their report, “Time, Teachers and Tomorrow’s Schools,” to CPS' then-CEO Jean-Claude Brizard and Chicago Teachers Union then-President Karen Lewis.
The TARP report includes serious reflection on the conditions and policies that have affected arts education in schools, particularly over the last 40 years, a period of intense school reform efforts and consistent erosion of arts education for students. The report includes important qualitative data about teaching artists, documenting their educational background, economic status, the conditions in which they work, and their goals as artists and educators. It also includes insights about how learning in the arts is associated with learning in general, illuminating findings from other studies that have suggested a powerful connection between arts education and positive outcomes for students in a wide range of domains.
Arts programming was a factor leading to improved standardized test scores at three schools in Chicago over three years, according to a report released by the educational arts non-profit Changing Worlds and Loyola University’s Center for Urban Research and Learning.
Changing Worlds is a Chicago based educational arts nonprofit organization whose mission is to foster inclusive communities through oral history, writing and art programs that improve student learning, affirm identity and enhance cross-cultural understanding. In the 2011-2012 school year, Changing Worlds worked with 19 CPS schools.
Arts & Economic Prosperity IV is the most comprehensive study of its kind conducted in the United States, and features a national report along with customized findings for 182 unique study regions, including Chicago. The study conducted by Arts Alliance Illinois and Americans for the Arts focused on the economic impact created by nonprofit arts and culture organizations. Data collection for the Chicago study was conducted in 2011 by Arts Alliance Illinois and compiled by Americans for the Arts, the nation’s leading nonprofit organization for advancing the arts and arts education.
In the city of Chicago, data from 486 eligible nonprofit arts and culture organizations and over 1,000 surveys of Chicago nonprofit arts and culture audiences were included. To access a summary of the report, click here. For the full report, click here.
Websites and Other Resources