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The decreasing offerings of arts education: a cause for concern being addressed by 27 California high schools

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The decreasing offerings of arts education: a cause for concern being addressed by 27 California high schools

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Content Running head: DECREASING OFFERINGS OF ARTS EDUCATION 1
THE DECREASING OFFERINGS OF ARTS EDUCATION: A CAUSE FOR CONCERN
BEING ADDRESSED BY 27 CALIFORNIA HIGH SCHOOLS

by

Damon O’Daniel

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2016

Copyright 2016 Damon O’Daniel

DECREASING OFFERINGS OF ARTS EDUCATION 2
Dedication
I am very fortunate to have had so many positive influences in my life, instilling in me an
appreciation of education and being there for others. Early experiences helped me to recognize
the importance of being a supportive person and a person who touches lives. I am truly
appreciative for my blessings and know that I must continue to grow and help uplift others.
I dedicate this dissertation to my wife, Michelle, who is my best friend and a person that I
aspire to be. She is my better half and helps me to be the best I can be for her, our three children,
Faith, Luke and Grace, and everyone else I am fortunate enough to have been alive to interact
with. I am very thankful to have Michelle’s encouragement and love and forever grateful to
have such a wonderful soul mate.
I also dedicate this dissertation to my father, Mark and my late mother Elaine O’Daniel,
who raised me to choose my own path and to follow my heart. They urged me to be creative and
unique. I know this is the reason I appreciate the arts and know that it was instrumental in
helping me learn the importance of imagination.
I would also like to dedicate my work to my extended family. You were all very
supportive and helped to serve as an inspiration. Further, I would like to dedicate my work to
my newfound biological father and mother as well as my reunited extended family. Your
enthusiasm in my endeavors helped me to keep progressing as we all made up for lost time.
Finally, my students are the last group to whom I dedicate this dissertation. I am very
sure that you can all be successful as long as educators, including me, are able to inspire you,
help you express yourself and find your passions. I know that I would not be the person I am
today without the presence of all of these caring people. Because of this, my work is dedicated
to all of you.
DECREASING OFFERINGS OF ARTS EDUCATION 3
Acknowledgements
I am very grateful for those in my life who helped me in this dissertation program. I
wish to thank my committee members who were more than generous with their expertise and
precious time. I want to especially thank Dr. Dennis Hocevar, my dissertation chair, for his
constant support, wisdom and guidance. You inspired me with your devotion to your other
students and me. Thank you, Dr. Linda Fischer and Dr. Rey Baca for taking time out of your
schedules to be part of my committee. Your advice, insight and knowledge helped me
immeasurably, and I want to express my gratitude to you all.
I also want to thank my loving wife, Michelle, for your devotion and encouragement.
Without your constant support, I would not have been able to undertake this academic journey.
Even though our third child was born when I started this program, you have never asked me to
change or compromise anything. Your guidance and support kept me going. You are truly
amazing, and I am thankful for you and appreciate everything you do.
I am forever thankful to my family and friends for believing in me. It has been a winding
road with adversities and many good surprises. Knowing that I had such strength from you all to
draw from was reassuring and served as a foundation. I am deeply touched and blessed for
having you all in my life.

DECREASING OFFERINGS OF ARTS EDUCATION 4
Table of Contents
Dedication 2
Acknowledgements 3
List of Tables 5
Abstract 6
Chapter One: Overview of the Study 7
Background of the Problem 8
Statement of the Problem 10
Purpose of the Study 11
Research Questions 12
Importance of the Study 12
Definition of Terms 13
Chapter Two: Literature Review 17
A. Arts Education Access 18
A.1. Policy and Funding Implications for Arts Education 18
A.2. Arts Education Research 20
Section B. Access to Arts Educational Opportunities Based on Title 1 Status 22
B.1. Arts Education Obstacles and Opportunities for Title 1 Students 22
C. Graduation Rates of Arts-Focused Schools 25
C.1. Arts Education Enrichment Influence 25
C.2. Arts Education School and Community Influence 29
Section D. Arts-Focused Schools Attaining API target (800) 30
D.1. Arts Education Based Academic Achievement and Post-Secondary Options 30
D.2. Advancing Arts Education to Promote API and Post-Secondary Success. 35
Summary 37
Chapter Three: Methodology 39
Research Design 39
Sample 40
Instrumentation 40
Data Analysis 40
Procedures 42
Chapter Four: Results 44
Results Research Question One 47
Results Research Question Two 49
Results Research Question Three 51
Results Research Question Four 54
Results Research Question Five 58
Chapter Five: Discussion 62
Discussion of Findings 63
Implications for Practice 71
Recommendations for Further Study 80
Conclusion 83
References 85
Appendix: Arts-Focused High Schools in California 90

DECREASING OFFERINGS OF ARTS EDUCATION 5
List of Tables
Table 1: Frequency Counts for the Various Ethnic Concentrations Addressing
Research Question Five 42
Table 2: Total Enrollment of the 27 Arts-Focused Schools 45
Table 3: Ethnic Enrollment Percentages of The 27 Arts-Focused Schools 45
Table 4: Frequency Counts for the Art Concentrations of the 27 Arts-Focused Schools 46
Table 5: Crosstabulation Results Addressing Research Question Two 51
Table 6: Chi-Square Tests Results Addressing Research Question Two 51
Table 7: Crosstabulation Results Addressing Research Question Three 53
Table 8: Chi-Square Tests Results Addressing Research Question Three 54
Table 9: Crosstabulation Results Addressing Research Question Four 57
Table 10: Chi-Square Tests Results Addressing Research Question Four 58
Table 11: Frequency Counts for the Various Ethnic Concentrations Addressing Research
Question Five 61

DECREASING OFFERINGS OF ARTS EDUCATION 6
Abstract
Public schools in the United States, especially in California, face a dilemma in complying
with high-stakes accountability measures while providing arts education. This study sought to
examine California arts-focused schools that incorporate all core subjects, arts education in
particular, into classroom instruction. The aim was to assess both the extent to which varied
groups have access to an enriched arts curriculum and the differences between arts-focused
schools and other schools. The research questions aimed to identify the practices, strategies, and
resources the arts-focused schools implement to sustain the arts as well as to describe the
perceived impact of arts education on school culture and population.
This quantitative study used data from existing databases to reveal arts education delivery
by examining and comparing the 27 arts-focused schools in California with the total number of
schools in the state. The results reveal that access to rich arts education increased since 2003, to
27 arts-focused high schools, but these generally have smaller enrollment and tend to be charter
schools. Further, as it relates to API, an arts-focused school can put great emphasis on arts
education and, at the same time, have achievement test scores comparable to those of traditional
schools. In addition, access to arts-focused schools is not dependent on Title 1 status. Arts
education is predominantly equally accessible among ethnic groups.
This study can enhance educators’ and policymakers’ understanding regarding the
characteristics of arts-focused schools that soundly embraced arts education. Further, the
findings may also encourage decisions to maintain and/or increase arts education in all schools
based on its benefits and the progress made by arts-focused schools.

DECREASING OFFERINGS OF ARTS EDUCATION 7
CHAPTER ONE: OVERVIEW OF THE STUDY
High-stakes accountability reform policies were enacted in California through policies
such as the No Child Left Behind (NCLB) act of 2001, based on the belief that incentives that
have consequences attached to them are effective ways to motivate educators to improve student
performance. NCLB legislation created a national set of reforms that had been championed by
those advocating for standards-based education across the United States. Operating under these
conditions, California schools have been addressing NCLB requirements, while a significant
number of them have actively promoted arts education. Proponents advocate that these high-
stakes accountability reform policies should cause school districts to develop coherent
instructional strategies. These strategies would be evidenced by the provision of comprehensive,
high-quality professional development and the alignment of district policy and resources in
support of school improvement. In theory, these activities on the part of districts would then
improve student achievement as measured by state tests.
However, in an effort to produce positive test scores, learning curriculum has been
limited to the specific courses evaluated in NCLB. An environment has been created whereby
instruction in many schools nationwide has been altered to create a situation aimed at increasing
student scores on high-stakes accountability reform standardized tests. Further, schools with
high numbers of minorities, English Language Learners (ELL), and special education
populations are facing difficulties in attaining certain benchmarks inherent in NCLB. At the
heart of the issue is sustaining enriching arts education programs at many schools, which has
been subjected to downgrades or elimination altogether based on the cuts in state allocations and
compliance with NCLB requirements (Gullat, 2007). Currently, arts education programs have
been relegated to a lower priority in comparison to the subjects of English, math, science and
DECREASING OFFERINGS OF ARTS EDUCATION 8
social science. This is because of the importance of student performance on high-stakes
accountability standardized test scores of the aforementioned four subjects that have been used to
measure an overall school success profile (Cawelti, 2006). This type of scoring has led for a
rudimentary, oversimplified measurement the general public can use to rank a school.
Background of the Problem
Contributing to less emphasis on arts education is the way schools are operating which
creates organizational issues that are preventing success in student achievement goals. This is
due to a poor professional development climate and low employee morale attributed to its
administration and its compliance with high-stakes accountability policies. Buese and Valli, L
(2007), Malen and Rice (2004) and O’Day (2002) examined the impacts of high-stakes
accountability policies on school culture and professional development. Although too many fast-
paced policy demands can affect teachers' roles in all schools, the demands that come from high-
stakes accountability policies disproportionately affect teachers in at-risk schools, typically those
with higher rates of poor, minority, and ELL students. Unless teachers believe in and help
structure new role expectations, they are unlikely to be wholeheartedly involved (Buese & Valli,
2007). Therefore instruction is jeopardized because of secondary effects of compliance.
O’Day (2002) states that there are three problems related to high-stakes accountability
policies which are fundamental in understanding the policy reforms. They are the three problems
of collective accountability versus individual action, internal versus external sources of control,
and the nature and uses of information for school improvement. Despite the variation in design,
high-stakes accountability initiatives share a common goal. They all seek, in one way or another,
to pressure schools, particularly those labeled failing or low-performing schools, to improve their
performance on indicators such as standardized test scores in specific subject areas and to reduce
DECREASING OFFERINGS OF ARTS EDUCATION 9
achievement gaps within and across subsets of the student population. More arts education cuts
are found with schools that have the highest achievement gap consisting of a large disadvantaged
student population (Chapman, 2004). Many schools are currently wrestling with closing the
achievement gap coupled with the demands of raising the Academic Performance Index (API)
scores and thereby replacing arts educational programs with supplemental math and English
classes.
Besides trying to close the achievement gap with increased remedial courses, arts
education has been negatively influenced by NCLB and similar measures. Buese and Valli
(2007) found that high-stakes accountability policies promote an environment in which teachers
are asked to relate to their students differently, enact pedagogies that are often at odds with their
vision of best practice, and experience high levels of stress. As the following quote clearly brings
to light, “If policy expectations for teacher role change had benefited students, one could argue
that the toll on teachers, although unfortunate, was for the greater good of students. But that did
not seem to be the case” (Buese & Valli, 2007). The overall effect of too many policy demands
coming too fast often resulted in teacher discouragement, role ambiguity, and superficial
responses to administrative goals, which in the end did not benefit the students.
Further, the high-stakes accountability measures such as NCLB can classify a school as
underperforming which impacts instructional time and resources. As Malen and Rice (2004)
confirmed that being classified as such was a monumental distinction that forced the school to
adopt a wide array of new programs in a short period of time. Respondents to their research
commented that they “feel the pressure of the label and the other bad things that could happen to
this school and that they have responded to this reform-induced pressure by, in their words,
‘trying to do too much.... Every time you turn around, there is something new to do.’ The
DECREASING OFFERINGS OF ARTS EDUCATION 10
volume, pace, and complexity of the new initiatives intensified work demands and contributed to
substantial ‘anxiety,’ and ‘stress’ in the workplace” (Malen & Rice, 2004). The findings by
Malen and Rice (2004) confirm the situation whereby high-stakes accountability policies, are
rapidly and indiscriminately being adopted along with a host of initiatives that ended up being
only partially or symbolically implemented. Moreover, the immense volume of initiatives that
schools are trying to incorporate, the pace at which those initiatives were being introduced, and
the intensity that such an ambitious agenda can generate, eclipsed efforts to coordinate and
integrate these initiatives. Increasingly lost in this morass of directives is a fundamental
education in the arts. Sadly, most students are losing their only exposure to this enrichment
because it will not be provided within their curriculum because it is being replaced with remedial
offerings based on misguided priorities.
Even though there is comparatively not an abundance of research supporting the notion
that arts education enhances student achievement, several esteemed proponents such as Eisner
(2002) contend that arts education has profound influence on students that might not have been
revealed through other disciplines such as math and/or English. Besides developing confidence
that translates to all disciplines, arts education allows for developing a way to express oneself in
a creative way. It engenders strong social and emotional well being and allows for appreciation
in natural beauty. Complete right and left-brain development is addressed with a strong arts
education curriculum.
Statement of the Problem
It must be noted, in general, whether arts enriched education has proliferated or been
reduced given the decreasing state budget and increased reliance of high-stakes accountability
measures. Establishing a demonstrative indicator of arts education delivery provides supporting
DECREASING OFFERINGS OF ARTS EDUCATION 11
evidence to frame this problematic issue. Given the fact that there is tremendous pressure on
schools to perform well on the high-stakes accountability measures, it has created a situation
whereby certain groups have been disproportionately denied access to arts education in favor of
tested math and English courses. This is also based on pressure on schools to have gateway A-G
courses that are failed in disproportionate levels by certain ethnic groups and have to be retaken,
thus eliminating opportunities for participation in arts education courses.
Further, in order to comply with target goals of tested math and English courses many
schools offer a limited curriculum focused on such courses. As such, a limited selection of
courses focused on math and English might captivate the interests of some students but can
discourage students who are not able to perform well in those subjects. An arts education focus
should be able to promote confidence and inspiration that transfers to overall academic success
preventing frustration and promoting completion of courses leading to graduation. In addition, it
is critical to reveal which students are completing the A-G course requirements for California
State University or University of California admissions since a majority of high school students
in California are graduating without having taking the necessary coursework. By analyzing
college readiness rates in California’s high schools that emphasize arts and those that do not, it
would be advantageous to discern certain patterns and opportunities to increase readiness.
Purpose of the Study
Currently, 27 California high schools have openly adopted an arts education focus despite
setbacks due to the increasing emphasis on mandated high-stakes accountability measures and
increasing state budget deficits. The purpose of this study was to assess the extent to which
different groups have access to an enriched arts curriculum and to assess the differences between
arts-focused high schools and other high schools.
DECREASING OFFERINGS OF ARTS EDUCATION 12
Research Questions
The following research questions were generated to help discern and fully comprehend
programs and practices of schools that have aligned themselves with an established and
successful arts education program. By thoroughly reviewing the practices involved, basic tenets
may serve as a model for replication by other secondary institutions that value arts education.
The study addressed the following research questions controlling for the School
Characteristics Index (SCI) using input-adjusted scores:
1. Has access to arts-focused schools changed between 2003 and 2012?
2. Does access to arts-focused schools depend on charter school status?
3. Are arts-focused schools more likely to have met their API target (800)?
4. Does access to arts-focused schools depend on Title 1 status?
5. Are arts-focused schools equally accessible among ethnic groups?
Importance of the Study
Although many schools claim to be preparing students with a well-rounded education, it
is not always evident what schools are actually doing to achieve this goal. In fact, high-stakes
accountability policies are creating reactionary measures to achieve high test scores leading to
arts education courses to be abandoned or neglected (Catterall, Dumais & Hampden-
Thompson, 2012). The unprecedented federal legislation of NCLB increased the focus and
anxiety on these reform policies. Budget cuts have disproportionately eliminated arts education
courses at schools through the years (Catterall et. al., 2012 and Carlisle, 2011). Importantly,
schools that have offered and grown their arts educational programs must be studied and learned
from in order to grow a larger body of knowledge in this area and serve as a model for other
schools.
DECREASING OFFERINGS OF ARTS EDUCATION 13
The specific programs and practices that this study will examine will be schools that
have soundly embraced arts education and have effectively delivered this instruction despite the
current environment of testing and budget setbacks. This case study should aid school
administration in developing successful arts education curriculum, instruction, leadership, and
professional development while anticipating setbacks and devising solutions. Ultimately, more
resources and options for students in this area could be offered in response to recent federal and
state budget cuts and increased high-stakes accountability measures.
Definition of Terms
A range of educational terms will be presented in the context of this dissertation.
Provided below are the definitions of frequently used terms.
At-Risk Students: the term is used to define students who are “at-risk” for academic failure
based on social and/or economic disadvantages. The term can be used to describe students who
are academically disadvantaged, disabled, of low socioeconomic status, and students on a
probationary status (California Department of Education website).
Adequate Yearly Progress (AYP): AYP is a federal mandated measure of accountability for
schools and districts established by the No Child Left Behind Act of 2001. It is an established
goal for student performance on standards-based assessments based on overall performance and
performance for student subgroups. The score is adjusted each year to make consistent progress
toward the federal goal of 100% proficiency by the year 2014 (California Department of
Education website).
API (Academic Performance Index): According to the California Department of Education
(CDE), “the Academic Performance Index is the cornerstone of California’s Public Schools
Accountability Act of 1999 (PSAA). The purpose of the API is to measure the academic
DECREASING OFFERINGS OF ARTS EDUCATION 14
performance and growth of schools. It is a numeric index that ranges from a low of 200 to a high
of 1000. The statewide API target for all schools is 800. A school’s API Base is subtracted from
its API Growth to determine how much the school improved in a year” (California Department
of Education website).
California Department of Education (CDE) website: Located at the web address of
http://www.cde.ca.gov/, the CDE website is an indispensible resource to extract important
educational delivery data. Main topic categories include, Curriculum & Instruction, Data &
Statistics, Finance & Grants, Learning Support, Professional Development, Specialized
Programs and Testing & Accountability.
California Standards Test (CST): According to the California Department of Education, “The
California Standards Tests in English-language arts, mathematics, science, and social science are
administered only to students in California public schools. Except for a writing component that
is administered as part of the grade 4 and 7 English-language arts tests, all questions are multiple
choices. These tests were developed specifically to assess students' performance on California's
Academic Content Standards” (California Department of Education website).
English Language Learners (ELL): are students that are categorized as learning English
language in addition to their native language (California Department of Education website).
Charter School: Charter schools have been offered as an educational choice in the United
States as an option to traditional public schools since 1991. Charter schools offer free, publicly
funded education options to traditional public schools. Charter schools are allowed to operate
unencumbered from many of the rules and regulations that apply to traditional public schools,
although they remain subject to academic and fiscal accountability to state governments
(California Department of Education, 2012).
DECREASING OFFERINGS OF ARTS EDUCATION 15
Graduation Rate: The state of California measures graduation rates for counties, districts, and
schools based on a four-year cohort information system using the state's California Longitudinal
Pupil Achievement Data System (CALPADS). Currently this is the third time this four-year
cohort information has been calculated, and data may only be compared accurately over the
three-year period from 2009-10 to 2011-12 (California Department of Education, 2012).
Magnet School: are public schools with specialized courses or curricula. "Magnet" refers to how
the schools draw students from across the normal boundaries defined by authorities (usually
school boards) as school zones that feed into certain schools. Magnet schools have a focused
theme and aligned curriculum to themes like Science, Technology and Engineering (STEM),
Fine and Performing Arts, International Baccalaureate and many, others (Magnet Schools of
America website).
No Child Left Behind (NCLB): The Elementary and Secondary Education Act, No Child Left
Behind (NCLB) of 2001, requires states to have an accountability system which holds all schools
accountable for student learning. The system components are as follows: high standards, test
student progress, and measure each school’s and district’s progress against the annual target
(California Department of Education, 2012).
School Accountability Report Card (SARC): California public schools annually provide
information about themselves to the community allowing the public to evaluate and compare
schools (California Department of Education website).
School Characteristics Index (SCI): a composite measure of a school’s background
characteristics and is computed in several steps. For each school, the value of an indicator
representing overall school performance is determined using the base year Academic
Performance Index (API). Its purpose is to summarize a school’s academic performance to a
DECREASING OFFERINGS OF ARTS EDUCATION 16
single numerical index in order to make it easier to compare schools to one another and to
measure a school’s growth from year to year (California Department of Education, 2010).
Similar Schools Ranking: Per the California Department of Education, “The similar schools
rank compares a school to 100 other schools of the same type and similar demographic
characteristics” (California Department of Education website).
Title 1 School: The purpose of Title 1 is to ensure that all children have a fair, equal, and
significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency
on State academic achievement standards and state academic assessments (U.S. Department of
Education website). The U.S. Department of Education provides Title 1 funding to local school
districts to meet the needs of at-risk and low-income students. Any schools/districts that fail to
meet the Adequate Yearly Progress (AYP) for two or more years can lose the Title 1 funding
(U.S. Department of Education website).
CSU/UC readiness rates: A CSU/UC college ready student is one who has taken a minimum of
15 A-G certified courses in which they earn a C or better. A-G certified courses are history
/social science ("a"), English ("b"), mathematics ("c"), laboratory science ("d"), language other
than English ("e"), visual & performing arts ("f"), college-preparatory elective ("g"). It is
important to point out that readiness rates are computed based on the size of the 12
th
grade
graduation class (California Department of Education website).

DECREASING OFFERINGS OF ARTS EDUCATION 17
CHAPTER TWO: LITERATURE REVIEW
Nationwide, and especially in California, K-12 public schools have responded to high-
stakes accountability measures and began narrowing their curriculum by excluding arts
education courses (Catterall et. al, 2012). Furthermore, there has been varying and different
viewpoints related to arts education throughout the United States. Schools in California have
seen arts education being offered in a declining rate. Several factors such as state educational
budget cuts and high-stakes accountability measures have relegated arts education to near or at
the bottom of the list in terms of educational curriculum planning in many schools. (Stanford
Research Institute, 2009). Further, the following cited literature will help to demonstrate where
arts education has been shown to positively impact student achievement.
The sections have been organized into groupings that provide a significant relevance and
underlying support to the questions at hand. As it relates to arts education access between 2003
and 2012 there will be a section entitled A.) Arts Education Access containing subsection 1.)
Policy and Funding Implications for Arts Education and 2.) Arts Education Research. Regarding
arts-focused education opportunities based on Title 1 status there will be a section B.) Arts
Education for Title 1 students composed of subsection 1.) Arts Education Obstacles and
Opportunities for Title 1 students. As it relates to access to arts-focused schools depending on
charter school status and there will be a section C.) Graduation Rates of Arts Focused Schools
composed of subsection 1.) Arts Education Enrichment Influence and subsection 2.) Arts
Education School and Community Influence. As it relates to whether arts-focused schools are
more likely to have met their API target (800), there will be a section D.) CSU/UC Readiness
Rates of Arts-Focused Education Schools composed of subsection 1.) Arts Education Based
DECREASING OFFERINGS OF ARTS EDUCATION 18
Academic Achievement and Post-Secondary Options and subsection 2.) Advancing Arts
Education to Promote Post-Secondary Success.
A. Arts Education Access
A.1. Policy and Funding Implications for Arts Education
Significant access to Arts Education was significantly influenced in 2001 when, with
bipartisan support, the No Child Left Behind (NCLB) Act was passed. The overall goal of NCLB
is to have direct accountability measures with increased oversight allowing parents to have more
options (Chapman, 2007). The delivery of education is also focused on best practices with
specific teaching methods. NCLB has set a target goal that all students will be proficient
learners in math, reading and science. NCLB has been criticized that is allows too much federal
government influence (Chapman, 2007). In regards to NCLB, states are to establish content
standards with summative assessments that are tied to these standards. These assessments
measure the adequate yearly progress (AYP) of a school by the percentage of students that reach
proficiency in mathematics, English language arts (ELA), mathematics, and science. AYP targets
are scores that schools aim to achieve on a yearly basis with the condition that if the target is not
achieved then the school is classified with the status of performance improvement (P.I.). If
schools are placed in a P.I. status they must face sanctions that require reform. Sanctions become
more intense for schools that stay in the P.I. category in consecutive years.
Arts education has been given less priority as schools comply with NCLB priorities
(Porter & Polikoff, 2007). Although the intentions of NCLB is to close the achievement gap and
give every student an opportunity to learn, the atmosphere created with the school curriculum
focused on standardized testing has moved arts education to a situation where there are few, if
any offerings. This pressure situation for schools to achieve high test scores narrowed the
DECREASING OFFERINGS OF ARTS EDUCATION 19
curriculum and has excluded arts education and placed all the emphasis on English language arts,
math and science (Calweti, 2006). Further Calweti asserted that this situation has pressured
teachers to focus on standardized testing and become frustrated and disengaged (Calweti, 2006).
The constant preparation for testing has left little time for enrichment curriculum in the arts and
has been discouraging for teachers and lowered morale.
In an similar NCLB study, Spohn (2008) conducted interviews and collected information
that reveal arts education being reduced for the allocation of instruction focused on NCLB
standards. After extensive surveys of administrative personnel, arts teachers and non-arts
teachers, resulted in a consensus that resources and time were being given to the NCLB tested
subjects of English language arts and math rather than arts education (Spohn, 2008). Further,
Eisner (2000) contends that NCLB testing has had a negative influence on arts education. The
accountability goals have placed the tested subjects in a priority status much to the detriment of
arts education (Eisner, 2000). Thus the policy influences of NCLB have shifted the focus of time
and preference from arts education.
To further exacerbate problems with access to arts education brought about by high-
stakes accountability measures, are the results of educational budget issues and subsequent
decrease in funding. Further, Gullat (2007) contends that the measures of NCLB were not meant
to reduce or cut arts education instruction, however the reliance of standardized testing coupled
with funding issues are contributing to this situation for the arts. With competing interest from
the tested subjects of math and English, arts education has been given less financial backing.
Such decrease in arts education delivery was not always the case. The National Center for
Education Statistics (NCES) before the creation of NCLB, released the report Arts Education in
Public Elementary and Secondary Schools: 1999-2000 (2002). A variety of school categories
DECREASING OFFERINGS OF ARTS EDUCATION 20
were used as variables such as location, enrollment size, region, percent of students eligible for
free or reduced-price lunch. To ascertain the level of arts education in public schools data was
collected from 640 elementary school principals, 686 public secondary school principals, 497
elementary school principals, 453 elementary music specialists, and 331 elementary visual arts
teachers.
The results of the NCES report suggest that arts education was significant before NCLB.
During the 1999-2000 academic year, 94% offered music courses, 87% offered visual arts
instruction, 20% offered dance instruction, and 19% offered drama/theater. At the secondary
level, 90% of schools offered music instruction, 93% offered visual arts instruction, 14% offered
dance instruction, and 48% offered drama/theater instruction (NCES, 2002). Although the
sample size was small it does reveal a representation of arts education before NCLB.
State educational funding has been influenced by NCLB. In fact, Bugbee (2008) states
that costs related to NCLB compliance have forced 80 percent of school districts around the
nation to use their own funding in order to meet the federal mandates. Thus arts education
curriculum is not the priority and is in jeopardy because of an inherent rigid funding mechanisms
based on accountability measures performance linked to NCLB standards and objectives.
Therefore less arts education courses are emphasized and access to such courses is limited.
A.2. Arts Education Research
If arts education is going to make inroads in the advocacy and policy development
discussion, which in turn would effectuate change in regards to more access education in the arts
then convincing research is a must. However, there are currently little persuasive studies
correlating arts education to student achievement. Sound research would be very influential for
DECREASING OFFERINGS OF ARTS EDUCATION 21
educational leaders and policy makers who are more apt to adopt and implement arts education
access improvements.
In regards to arts education access, there is a small amount of research related to it, which
brings about a situation whereby arts education is disadvantaged. As Eisner (2002) contends,
arts education has been considered on many occasions to be of less importance as compared to
English and math and contributing to this perception is the fact that there is just not enough
research to support arts education. Additional research in arts education would enable
proponents more opportunities to justify access. Impeding the proliferation of arts education
studies would be the subjective nature of arts education in general. For example, the difficulty of
measuring and testing art concepts as compared to the subject of science was noted by Eisner
(2002). Some research studies have been conducted in the past whereby arts education has been
addressed, but the lack of such studies inhibits the access to arts education.
Two important contrasting viewpoints are related to the appreciation of the arts whereby
data was collected and analyzed. Using a qualitative methodology, Gainer (1997) collected and
analyzed data involving the socio-cultural internalizations tied to the arts. The study revealed
that parents felt that arts were not valued in basic education and that parents in a lower
socioeconomic status felt even less interested in the arts. In addition, some individuals felt that
there was no important development value to the arts and even though they demonstrated an
interest in the arts (Gainer, 1997). Nevertheless a study by the Americans for Arts that
demonstrates that there is a strong parental support of 89% for arts education in the school
curriculum (Smilan & Miraglia, 2009). Further, 93% of respondents in a Harris Poll agreed that
arts education was essential to education and 86% believe that arts aid in the attitude
development (Smilan & Miraglia, 2009). There is discrepancy in the viewpoints on the arts and
DECREASING OFFERINGS OF ARTS EDUCATION 22
it is going to take additional research to fully grasp public perception of arts education but by
doing should raise the visibility of access to arts education in general.
Additional setbacks for arts education research and access includes the scarcity of the two
disciplines in fields of theatre and dance because it has less instructors, which also accounts for
less teaching times in those areas (Bresler, 2008). In addition, Bresler (2008), states in order to
improve arts education, policymaking and teaching should be the focus for arts education
research. However most arts education research is hampered by small amount of data in the field
because there is less and less arts education classes being offered and therefore less quantifiable
data. Bresler (2008) notes that instead of finding more objective analysis, much arts education
research has been on the ancillary effects of arts on other subjects.
In order for arts education access advocates to be most persuasive, there needs to be
substantial supporting research. Because of inconsistencies in this area, advocates have been
placed in a pressure situation whereby a constant challenge exists to justify arts education and
clarify misconceived notions (Smilan & Miraglia, 2009). As impediments to access to arts
education increase, additional stakeholders should be more motivated to research arts education
access regardless of difficulties in testing and measurement.
Section B. Access to Arts Educational Opportunities Based on Title 1 Status
B.1. Arts Education Obstacles and Opportunities for Title 1 Students
Access to Arts Education as it relates to Title 1 status is based on several factors. It is
important to emphasize that the purpose of Title 1 is to ensure that all children have a fair, equal,
and significant opportunity to obtain a high-quality education and reach, at a minimum,
proficiency on State academic achievement standards and state academic assessments (U.S.
Department of Education website). The U.S. Department of Education provides Title 1 funding
DECREASING OFFERINGS OF ARTS EDUCATION 23
to local school districts to meet the needs of at-risk and low-income students. Any
schools/districts that fail to meet the Adequate Yearly Progress (AYP) for two or more years can
lose the Title 1 funding (U.S. Department of Education website). In addition, it is important to
note that term is used to define students who are “at-risk” for academic failure based on social
and/or economic disadvantages. The term can be used to describe students who are academically
disadvantaged, disabled, of low socioeconomic status, and students on a probationary status
(California Department of Education website). In regards to K-12 public schools goal of meeting
Adequate Yearly Progress (AYP) in every category including those of race, socioeconomic
status, and English Language Learners (ELL) has presented problems for students to gain access
to arts education. Schools with significant AYP and achievement gaps often have a higher
numbers of “at risk” students. Although a key component of NCLB was to address and overcome
the achievement gap, it was found that national arts education curriculum containing
approximately 35% of “at-risk” students has been eliminated (Chapman, 2004). As research has
shown, those that are not meeting proficiency on standardized tests are students who are
considered low achieving students (Chapman, 2004). Further, Berliner (2009) also asserts that
there are a disproportionate amount of “at risk” students who are being deprived of arts
education based on the fact that they are being placed in courses that are aimed to increase their
test scores.
Inherent in sound arts education are situations that contain teamwork, group socialization
and peer-to-peer interactions especially important for ELL students. It is very important to have
such inclusion to the social and emotional development of a student. Brouillette (2010) explains
that the identification of the daily experiences and emotions in the development of relationships
is the essence of social-emotional development. The way in which arts education is structured,
DECREASING OFFERINGS OF ARTS EDUCATION 24
allow for social interaction on a peer-to-peer level with attention to one’s emotions as well as
others Further, ELL students frequently form an intense preference for arts education because it
provides a platform for expressing themselves. For ELL students it is especially discouraging to
not have a form of self-expression by speaking or writing. In contrast, they are able to express
themselves fully artistically (Brouilette, 2010). ELL’s develop a true sense of freedom because
they are performing at the same level as their classmates with no modifications. Brouilette
(2010) believes the arts are possibly the sole outlet whereby ELL students can fully express
themselves. It is this self-expression ability that builds more self-confidence for ELL students.
This increase in self-confidence can positively influence their performance in their other classes
and other facets of their life.
In a school setting, arts education classes usually offer the most interactions involving
emotions such as individualized thinking, empathizing and expressing oneself. Catterall and
Peppler (2007) finds that research indicates that thorough art instruction has a significant impact
on conflict resolution, character understanding and peer interaction on character. Since a social
development component is not a priority, most subjects spend little, if any time on projects in a
group setting. However, as Brouilette (2010) asserts it is through balanced group interactions
that healthy social skills are nurtured and established.
Enriching arts education social-emotional experiences greatly influence student’s
personality and transcend beyond the art class itself. Research supports the notion that students
who have formed positive relationships have more confidence about themselves and view school
in a more positive manner and tend to be more active in all aspects of school (Buhs, Ladd &
Herals, 2001). Arts education forms an environment that promotes this personal growth
DECREASING OFFERINGS OF ARTS EDUCATION 25
translating to more refined social skills with not only peers but also adults especially their family
and teachers.
Further, a sense of achievement is developed for students though the opportunities to
experience success through the arts (Gullat, 2007). The desire for a student to excel in other
non-arts courses stems from the experience developed in arts education. Several studies have
noted strong correlations with enriching arts education experiences and social skills and
academic achievement (Brouilette, 2010). In addition, an extensive review of sixty-two studies
indicated a very conclusive correlation with arts education and cognitive learning (Deasy, 2002).
In regards to music education one important overview study by Hallam (2010) found key
correlations with advancement of social skills, personality enhancement and intellectual growth.
Based on her analyses, a positive correlation seems to exist between music education and visual-
spatial intelligence and certain sequencing tasks. For an ELL student, such improved social
skills along with higher levels of teamwork gained by active music education would enhance the
learning experience in a profound way.
C. Graduation Rates of Arts-Focused Schools
C.1. Arts Education Enrichment Influence
Arts education is critical in gaining literacy in reading, writing and comprehension and to
eventually graduate regardless of secondary education’s need to address the high-stakes
accountability testing that is being implemented. Currently, Charter schools have been offered as
an educational choice in the United States as an option to traditional public schools. Charter
schools offer free, publicly funded education options to traditional public schools. Charter
schools are allowed to operate unencumbered from many of the rules and regulations that apply
to traditional public schools, although they remain subject to academic and fiscal accountability
DECREASING OFFERINGS OF ARTS EDUCATION 26
to state governments (California Department of Education, 2012). The skills of identifying and
understanding meaning are the root of comprehension. Arts education initiates and aids a
student to comprehend material, enhance vocabulary, recognize colors and shapes and develop
critical thinking skills (Richards, 2003). Students are able to make connections therefore the
literacy movement is critical to address the policy movement of closing the achievement gap by
increasing student achievement performance. However to create the skills necessary to graduate
and compete in the global economy there must be learning that goes beyond the basic skills that
are assessed by accountability measures in current state and federal policies. Thus the students
who possess the skills necessary to use new creative and critical thinking will be society’s
innovators and problem-solvers (Choi & Piro, 2009). Not only is a successful completion of
high school studies influenced by arts education the development of imaginative and creative
individuals who can contribute to society in significant and meaningful ways are being fostered.
Arts education provides significant positive experiences that go beyond the realm of art
itself based on the certain requirements that need to be met to participate in such arts education
programs. Specifically, measured outcomes to have students learn in the arts and have them
internalize then express their thoughts and emotions in a form of art can be rewarding and shared
with others. This type of learning has a richer experience than the current asking of questions in
search of answers exchange that primarily exists in schools presently (Respress & Lutfi, 2006).
Creative thinking is engendered based on the fact that students must think in how they are going
to respond in the best way and make decisions that demonstrates their thinking without operating
under a proscribed set of guidelines. Further, students develop focus by completing projects over
course of time while being inspired to use their imagination on how to vocalize and demonstrate
their learning (Winner & Hetland, 2008). By maintaining focus and developing a sense of self-
DECREASING OFFERINGS OF ARTS EDUCATION 27
control and time management skills needed to complete artistic endeavors empowers a student to
complete other coursework areas. Further, verbal and summation skills are honed from the
necessary expression developed from arts education projects that must be communicated to
others to demonstrate understanding and mastery.
Keen observations developed from aesthetic awareness formed by arts education allow
students to view life and art differently. In addition, this way of interpreting and communicating
information is strengthened through arts education, which is applicable for thoughts, and various
other concepts beyond the subject of art. Discerning skills will be sharpened by the experience
by noticing minute attributes in a more direct and accurate way (Winner & Hetland, 2008). The
development of aesthetic qualities is very important because of differing societal viewpoints.
Misunderstanding of different opinions and objectives must be avoided to avoid possible
contention with other parties and business dealings.
Further, arts education helps shape interpretive thinking and improves problem-solving
skills. This level of insight improves as students are continuously pressed in arts education
classes to evaluate and comprehend how artists handled their problems and situation in life and
expressed that in their artwork. A problem solving aptitude is developed where students model
and learn how resolution to difficulties where overcome and used in a positive way.
Arts enables and teaches students to see perspectives through many different lenses. This
is difficult to achieve with math and English, because there is only correct or incorrect answers
with one solution only. Therefore, this enables new viewpoints with different and wide-ranging
perspectives. Furthermore, arts education programs seem to nurture personality traits that aid in
analytical and unique thinking. Further, this helps students to grow their aptitude in innovation
and visualization. Further, arts education promote a fluid pathway for achievement, therefore
DECREASING OFFERINGS OF ARTS EDUCATION 28
enabling and empowering students to immerse themselves in creativity utilizing their personality
to bring about a confident end result that is fulfilling (Winner & Hetland, 2008). A freedom for
diverse self-expression is encouraged especially for those that may not be fully proficient in their
language.
Arts education calls for self-expression and creativity that is not present in other major
academic subjects. When the problem does not have only one solution, it promotes an
environment whereby creativity and imagination skills are needed. Richards (2003), finds that
hands on projects, which allow for creativity and the building of artistic skill build self-
confidence and self-expression. In addition, Winner and Hetland (2008), assert that arts
education nurture a curiosity to look into areas of uncertainty to gain a sound comprehension of
an end result. Further, students working in the arts are directed and motivated to use original
thinking regardless of any detriment to achieve non-conventional results. If there is a setback,
then learning from that is encouraged as well (Winner & Hetland, 2008). In addition, having the
autonomy to uncover new information and learn new concepts have the potential for more
enriching experiences further enhancing their learning. In addition, these enriching learning
experiences are strengthened when students participate in reflecting and analyzing their art
projects (Winner & Hetland, 2008). Therefore, students are educated to monitor their academic
achievement and learning rates through self-regulation skills.
The benefits of arts education goes beyond the experience in the classroom and aids in
the development of attributes to graduate the student. What is evident is a system of advantages
that arts education provides that are observable and can be considered of importance to the
objectives of education. Arts education provides learning important for the development of
innovation and imagination critical in the skill set for students to make positive contributions to
DECREASING OFFERINGS OF ARTS EDUCATION 29
society. Some of these areas include problem solving, creativity, persistence, making inferences,
self-expression, making observations, self-evaluation, and tenacity.
C.2. Arts Education School and Community Influence
Arts education also has a positive relationship fostering beneficial interactions between
students and the school. Rabkin and Redmon (2006), assert that there seems to be a positive
correlation of arts education making schools more nurturing and positive places creating a
situation whereby other members of the surrounding area feel at ease visiting and participating at
their local school. Another key aspect of arts education is better student retention (Barry, Taylor
& Walls, 2002). Multiple levels of interests are stimulated through arts involvement and might
be the reason for the captivation of student participation and lack of recidivism.
Further, in a 2008 study, involving New York City students, over 50% of high school
dropouts indicated the main factor for quitting school was lack of interest in the subjects and a
feeling of isolation with no ties to their respective school (Israel, 2009). In fact, the National
School Boards Association found that students participating in arts education classes were three
times more likely to win an attendance award in school, four times more likely to win an
attendance award in school, three times more likely to be elected for class office and four times
more likely to receive recognition for achievement (Holcomb, 2007).
Catterall et. al, (2012) cite the NEA report that includes additional information where
students who are considered at-risk status are involved profoundly in arts. Further these students
were more civic minded than those with less arts education. In addition, the more arts education
the students had, the research finds that an interest in current events was more prevalent. These
outcomes support a logic whereby there is a benefit to the community by such behavior.
DECREASING OFFERINGS OF ARTS EDUCATION 30
Additional community enriching behavior included increased volunteerism and participation in
politics at the school and local level.
Even though further research is warranted to be a completely sound conclusion on the
issue of arts education benefitting the community, it does seem that arts increases community
participation. The arts seem to increase community involvement, in a positive light with
organization partnerships or art-based performances attended by parents and community
members. This should translate to sound involvement in the arts it also appears to have positive
long-term effects for student future community involvement.
Section D. Arts-Focused Schools Attaining API target (800)
D.1. Arts Education Based Academic Achievement and Post-Secondary Options
API (Academic Performance Index) according to the California Department of Education
(CDE), is to measure the academic performance and growth of schools. It is a numeric index
that ranges from a low of 200 to a high of 1000. The statewide API target for all schools is 800.
A school’s API Base is subtracted from its API Growth to determine how much the school
improved in a year” (California Department of Education website). Given this significant
determinant, it is important to note the influence of arts education on the academic achievement
accomplished by completing the A-G course requirements for California State University or
University of California admissions for these two major college systems as well as other post-
secondary institutions. There is a need to address the benefits of arts education especially since
more accountability policies are being implemented (Baker, 2012). Given this, there have been
a number of studies that have been conducted to ascertain if there is a correlation with arts
education and academic achievement. Adding to this movement, is the notion that arts education
is viewed as enlightening but not as academic and is vying for curriculum inclusion with other
DECREASING OFFERINGS OF ARTS EDUCATION 31
subjects (Rabkin & Redmond, 2006). Further, research findings have shown that students
participating in an artform are generally more motivated and feel closer to their school (Catterall
& Peppler, 2007). Since arts education classes are different from the ordinary class offerings, a
certain atmosphere is present that is inherently less stressful and a break from the routine where a
certain level of amusement is experienced. Catterall and Peppler (2007) asserts that if at least
part of student’s course load is fun and satisfying, it bonds the student to the school and creates a
positive overall experience. This bonding and positive social culture usually translates in better
academic performance in general especially for A-G courses.
Another critical set of findings was conducted by Hallam (2010) who analyzed a set of
different reports concerned with the social, personal and intellectual development based on
music engagement. Hallam (2010) found that in regards to the comprehension of speech patterns
and sounds for academic achievement, students engaged in music did very well. A significant
improvement involving language and literacy development was influenced by music education.
These areas included increased standardized test scores in reading and higher vocabulary scores,
improved comprehension, as well has better retention (Hallam, 2010). Thus, marked
improvements in students who had music education compared to those who have not had music
education supports overall progression in the completion of A-G course requirements.
Hallam (2010) also researched the possible correlation between music and mathematic
aptitude. Interestingly, Catterall and Peppler (2007) suggests that music and math are very
dependent on each other. The counting of beats and reading music are often compared to skills
used in mathematics. Rhythm is composed of a pattern of beats that are often counted by whole
notes or fraction of notes. Further, mathematical reasoning is often seen in counting beats,
fractional interpretation senses of notes (whole notes, half notes) and distance of notes (Catterall
DECREASING OFFERINGS OF ARTS EDUCATION 32
& Peppler, 2007). Hallam (2010) did note that even though some studies found varying results
as to a positive correlation, most research did establish that higher mathematic scores were the
result of music literacy. There are still many unknowns that further research could uncover
pertaining to the amount of time spent on music literacy as well the specific category of music
studied that would correlate to an average mathematics improvement level.
Israel (2009) finds that arts education classes are very motivating and inspiring that help
increase self-confidence and involvement with all aspects of school. Students who are not very
successful in traditional courses like English and math can develop a low self-esteem and a
feeling of academic underachievement that can be overcome by participating in arts education
classes. Similarly, Israel (2009) believes students are able to become more invested in their
education and thus make a more concerted overall effort when they experience success in the arts
and in the process gain a sense of achievement and confidence. Therefore retention is achieved
and more ambitious goals such as post-secondary opportunities are pursued with A-G
coursework completion.
A significant study was conducted by Catterall and Peppler (2007) and studied students
in grades 8-12 to draw comparisons to those students involved in the arts to those who were not.
By collecting data on the arts education participation rates of over 25,000 students within and
outside of school, along with students’ standardized test scores, reading proficiency and
academic grades, it was found that academic achievement is higher for students with literacy in
arts education, with an 18 percentage point difference in scores between the two groups.
Moreover, researchers reviewed composite test scores for 12th graders and found that their
academic success increased with the constant involvement with arts education as compared to
those with less involvement.
DECREASING OFFERINGS OF ARTS EDUCATION 33
A second finding of the study by Catterall and Peppler (2007) analyzed the interplay
between mathematics and music aptitude. When focusing on mathematic achievement, the
findings uncovered that irrespective of socioeconomic status (SES), students participating in
music activities did better than those students who did not. In addition, SES students who were
lower on the scale but educated in the arts on a continual, dedicated level through 12
th
grade
scored on average 10 percent better than the rest of the students.
For students with a low SES, a third finding from this research concerns the progression
and participation in arts education theatre and advances in reading proficiency (Catterall &
Peppler, 2007). To be classified in this category students by the time they reached 8
th
grade had
to have been involved in arts education by participating in a drama club, attending a drama class
on a weekly basis, participating in a school play or musical and/or completing drama coursework
in 10
th
grade, or participating in a school play or musical in 10
th
grade was found for drama
students and these students scored higher in reading proficiency that those not involved in drama.
This proficiency increased through 12
th
grade. These pronounced gains were suggested by the
researchers to scenarios whereby there is a language intensive environments that is afforded by
participation in dramatic arts. In addition, motivation, empathy, tolerance for others and self-
confidence were other areas where gains were noted (Catterall & Peppler, 2007). In addition, a
study was conducted by Walker, McFadden, Tabone, and Finkelstein (2011) regarding arts
education and learning. The study involved one group of classes with arts education based
activities for language arts and social studies that implemented dramatic arts, such as creative
drama, puppetry, and theatre games. Regular textbook education was delivered in the same
subjects for the other group of classes. The sample size was 1,140 fourth and fifth grade students
assigned randomly to different classrooms.
DECREASING OFFERINGS OF ARTS EDUCATION 34
Even though the findings did not demonstrate a significant difference between students in
the arts education based classes and those students in the control group, the arts educated
students on average had a higher learning outcome than the students in the control group. In
addition, students in the fourth grade who were instructed with arts education had retained the
concepts better. Furthermore, it was found that the arts educated students had more concentration
with a higher motivation and took more responsibility for their learning as opposed to those
students who were not arts instructed. Overall these findings demonstrate that arts education
concepts can help influence student learning and retention (Walker et. al, 2011). These concepts
are the foundation to college readiness.
Further, Catterall and Peppler (2007) elaborate how self-efficacy is developed when
individuals achieve by way of a various experiences. This sense of confidence is derived by
other accomplishments and usually transfers to other areas of a person’s life. Arts education
creates opportunities for growth of accomplishment and self-confidence through their work in
the arts in which there are no specific right or wrong answers. Winner and Hetland (2006)
believe students are engaged and motivated when they are given chance to imagine and act upon
their vision. It is a very empowering for students to be able to express themselves without fear
of being wrong. When a student has self-confidence in their work, they become fearless to take
risks and investigate boundless opportunities (Winner & Hetland, 2006). In concurrence, Eisner
(2005) asserts that possibilities and opportunities are endless with the absence of rules. Although
some of the aforementioned studies are inconclusive there is a significant body of persuasive
research that finds that arts education is very influential in strengthening student achievement. It
must be noted that such research may not be generalized across all student populations but
nevertheless arts education must be considered with the view of promotion of student aptitude
DECREASING OFFERINGS OF ARTS EDUCATION 35
and ul. By engaging students in unique ways, arts education fosters deep learning that garners
interest and as Rabkin and Redmond (2006) assert, is essential in motivating students to aspire to
more enthusiastic participation. It was also stressed by Rabkin and Redmond (2006) that all
students especially those of low SES benefit greatly benefit on a cognitive level from arts
education and it is imperative that all sections of the educational community along with those
involved in policy formation recognize these benefits especially for completion of A-G
requirements and post-secondary options in general.
D.2. Advancing Arts Education to Promote API and Post-Secondary Success.
In order to prioritize arts education delivery with the objective to improve API and
college readiness, support and advocacy is needed. Currently some schools and district offices
are implementing policies that are seeking to counteract pressures to limit arts education. Arts
education continues to be debated regarding its priority in the school curriculum. Unfortunately
though, in response to funding setbacks and high-stakes accountability compliance, arts
education has been less emphasized. In response to this, arts education advocates have made
much effort to influence key policy makers and other stakeholders highlighting favorable
research results.
Administrative direction from key policy makers and school officials decides the level of
arts education for a school system and with budgetary cuts being very influential, educational
partnerships has increased which can have a positive influence on API and college readiness.
Deasey and Stevenson (2005) assert that students become more active in the community and less
passive when participating in these partnerships. Further, arts educational partnerships have
been an important source for securing arts programs and are providing extra resources and
infrastructure (Carlisle, 2011). In order for arts education courses to be sustained and to
DECREASING OFFERINGS OF ARTS EDUCATION 36
proliferate it is imperative for active participation among parents, community and educational
stakeholders to become involved. By enlisting the partnership of local artistic participants within
the community, a deeper, fuller enriching education can be found (Carlisle, 2011). Assistance in
supporting arts education within the school system are the partnerships with resident artists,
institutions, or other community groups that are able to aid in arts education promotion. Further,
these partnerships have a tremendous impact on teaching, learning and curriculum design
because of the direct contact between teachers and artists (Carlisle, 2011). In order to further
strengthen arts education programs is the establishment of an internal framework that emphasizes
and reinforces its relevance. Examples include the practice of post secondary institutions such as
colleges and universities requiring arts as admission prerequisite. Having artists directly
involved in the education process can be significant and driving force for arts education gaining
more influence in college readiness.
Arts education support and delivery is increased in several ways such as having arts as a
high school graduation requirement. In addition, the formation of a central focus on the arts with
a magnet or charter connection has fostered a successful environment for the promotion of arts
education. Arts education is also emphasized by the use of assessment based offerings. One
such example would be the Advanced Placement (AP) music and visual arts high school courses,
whereby college credit can be earned upon passage of the respective AP examination (Seidel et.
al., 2009). Another example is the high school International Baccalaureate (IB) Diploma
Program that includes arts education classes in film, theater, new media, music and visual arts. A
submission of a final portfolio project is the basis of a thorough assessment (Seidel et. al., 2009).
By designating arts as a focus for the school, more resources can be directed to the curriculum
DECREASING OFFERINGS OF ARTS EDUCATION 37
and training for the various art disciplines giving more exposure to the overall, transferable skills
improving API and strengthening college readiness.
Summary
Arts education has involved triumphs and setbacks in relation to perceived importance.
Public sentiment of the respective era shaped public policy in ways that has created fiscal
implications for arts education. In addition, high-stakes accountability testing has led to less
emphasis on arts education courses given that academic success of a school is directly measured
by test score results. However, many educational advocates call for the use of multiple measures
to determine student achievement (Eisner, 2005). As previous studies indicate, arts education
engages students in multiple ways with a strong development of the social and emotional
cognitive areas.
Even though arts education has been heralded and emphasized in some schools, many are
being denied access to such courses. Not only do the arts provide students the opportunities to
use their imagination and develop their creativity, the importance of arts education cannot be
understated because it not only promotes self-confidence and self-expression but also develops
problem solving skills, and different thinking perspectives.
As mentioned previously, there is currently no research that clearly establishes that arts
education leads to higher academic achievement nor is there evidence of a direct causation of
arts education learning transferring to other disciplines. However, arts education does increase
student motivation and participation based on current research. Given this, important practices
from schools that have emphasized arts education has been noted and demonstrates supporting
evidence for further inclusion of arts instruction for the betterment of student development.
DECREASING OFFERINGS OF ARTS EDUCATION 38
In light of the reduction in arts education in many schools based on funding deficiencies
and competing priorities, further research is needed to advance the cause for arts education
because a complete education must include it. This study will examine schools in California that
emphasize the arts and compare them to those that do not for the time span of nine years from
2003-2012. Through this research, the study will provide insight on arts-focused schools as it
relates arts education access, school selection, student classification and performance.

DECREASING OFFERINGS OF ARTS EDUCATION 39
CHAPTER THREE: METHODOLOGY
The purpose of this study is to examine schools that have kept or improved an influential
educational program in the arts. This chapter will describe the research methods that will be used
to answer the study’s five research questions.
The study addressed the following research questions:
1. Has access to arts-focused schools changed between 2003 and 2012?
2. Does access to arts-focused schools depend on charter school status?
3. Are arts-focused schools more likely to have met their API target (800)?
4. Does access to arts-focused schools depend on Title 1 status?
5. Are arts-focused schools equally accessible among ethnic groups?
Research Design
The research design for this study was framed in terms of using numbers in a quantitative
type of study rather than being framed in the terms of words as in a qualitative study (Creswell,
2013). In addition, this research design employed a quantitative study by using closed-ended
questions rather than a qualitative open-ended questions approach (Creswell, 2013).
Furthermore, the quantitative research design of this study found using data from the existing
databases revealed unique, numerical based findings. Collecting data quantitatively with
instruments provided a persuasive overview of arts education delivery in California as opposed
to collecting qualitative data through a sole school observational setting. By selecting a
quantitative research design, a platform for testing objective theories is obtained by examining
the relationship among variables (Creswell, 2013). These variables, in turn, can be measured so
that numbered data can be analyzed using statistical procedures.

DECREASING OFFERINGS OF ARTS EDUCATION 40
Sample
The sample for this study focused on 27 California high schools that offer programs in
arts education. Two years were sampled: 2003 and 2012. This study focused on access,
demographics and school classification from the years 2003 and 2012. This consortium of
traditional public, magnet and charter schools served a wide range of communities from urban to
rural and affluent to low SES. The comparison group was the total number of traditional high
schools in the state of California in 2012 (N=1212) or in the case of research question 5 all the
students in California.
Instrumentation
Academic Performance Index (API) target index for each school, the value of an
indicator representing overall school performance is determined using the base year API which is
the result of the California Public School Accountability Act (PSAA). Its purpose is to
summarize a school’s academic performance to a single numerical index in order to make it
easier to compare schools to one another and to measure a school’s growth from year to year.
The index is based on test scores in English, Math and Science with particular emphasis on
scores in college ready courses. The range of the numerical index (or scale) is from a low of 200
to a high of 1000. The goal of all California schools is to reach an API index of 800.
Data Analysis
Concerning the variables with the research question regarding access to arts-focused
schools depending on charter school status, a crosstabulation between school type was conducted
(see Table 5). School types were noncharter, dependent charter and independent charter schools.
A value of 1 was assigned to arts-focused schools within the school types of charter schools
noncharter, dependent charter and independent charter schools. A value of 0 was assigned to
DECREASING OFFERINGS OF ARTS EDUCATION 41
non arts-focused schools within the school types of noncharter, dependent charter and
independent charter schools. Allowing for identification, with a sample total school population of
1,212 students (N=1212) there were 173 that were dependent charter schools and of that 10
schools or 5.8% were arts-focused. As it relates to independent charter schools, there were found
to be 42 schools with 3 or 7.1% that were arts-focused. Further, there were found to be just 1.4%
or 14 arts-focused schools in the total amount of 1,010 of the noncharter schools.
In regards to the variables involving arts-focused schools meeting their API target (800).
As Table 7 outlines, the crosstabulation results of 30.4% of the non arts-focused schools had met
their API target. This figure was derived from 369 arts focused schools out of a total of 1,212
schools (N=1212). Further, 29.6% of arts-focused high schools had met their API target derived
from the total of 8 out of 27 arts-focused schools.
As it relates to the variables with the research question regarding access to arts-focused
schools depending on Title 1 status, Table 9 outlines 1.5% of the Non-Title 1 schools are arts-
focused high schools and 2.5% of Title 1 schools are arts-focused. This was based on the total
number of schools 1,212 (N=1212). Of the total number of arts-focused schools being 27 with 6
being non Title 1. Out of the 1,212 schools, 397 schools are not Title 1 and of those, 6 which are
arts-focused are not Title 1 resulting in 1.5% (see Table 9). In addition, a total of 815 schools are
Title 1 and out of those schools, 21 are arts-focused, resulting in 2.5% of Title 1 schools being
arts-focused (see Table 9).
Further, in defining the variables relating to whether arts-focused schools are equally
accessible among ethnic groups, frequency counts for the various ethnic concentrations based on
percentage comparisons are outlined in Table 1. Table 3 noted large differences of arts
education on a school by school basis with some schools having 80% or more of Hispanic
DECREASING OFFERINGS OF ARTS EDUCATION 42
population, when the population of the 27 schools are combined there seems to be a more
distribution of arts education among all ethnic groups that is very similar to the statewide
population figures in general. As Table 1 notes, only the ethnic groups of African American,
White and Two or More Races make up a slightly larger percentage of the population in arts-
focused schools in comparison to overall statewide ethnic population percentages. The other
ethnic groups of American Indian or Alaska Native, Asian, Filipino, Hispanic, and Pacific
Islander are slightly less represented in arts-focused schools as compared to the statewide
figures.
Table 1
Frequency Counts for the Various Ethnic Concentrations Addressing Research Question Five
Ethnicity Arts-Focused schools
total percentage
All California schools
total percentage
African American not Hispanic 11.1% 6.16%
American Indian or Alaska Native 0.47% 0.62%
Asian 8.00% 8.70%
Filipino 1.81% 2.43%
Hispanic or Latino 51.09% 53.25%
Pacific Islander 0.49% 0.53%
White not Hispanic 26.00% 25.00%
Two or More Races Not Hispanic 4.50% 2.68%
None Reported 0.00% 0.63%
Total 100.00% 100.00%

Procedures
Selecting the sample consisting of arts-focused high schools listed in Appendix A
involved using the California Department of Education (CDE) website located at the web
address of http://www.cde.ca.gov/, the CDE website is a resource to extract important
educational delivery data. Main topic categories include, Curriculum & Instruction, Data &
Statistics, Finance & Grants, Learning Support, Professional Development, Specialized
DECREASING OFFERINGS OF ARTS EDUCATION 43
Programs and Testing & Accountability. Further investigation of individual school websites
gave more information on arts area of focus, enrollment and demographics.
Identifying the arts-focused schools involved a thorough analysis of all California high
school’s individual curriculum and stated objectives. A list was generated that identified arts-
focused schools. In order to be classified as an arts-focused school, the individual arts-focused
school’s demonstrated objectives required adherence to an arts centric focus. 27 arts-focused
schools qualified based upon this criteria (see Appendix A). In addition, each individual
school’s arts curriculum was reviewed and coded for 9 different art concentrations (see
Appendix A). Further, see Table 4 for the frequency counts of the 9 different art concentrations
for the 27 arts-focused schools.

DECREASING OFFERINGS OF ARTS EDUCATION 44
CHAPTER FOUR: RESULTS
High-stakes accountability reform policies were enacted in California through policies
such as the No Child Left Behind (NCLB) act of 2001, based on the belief that incentives that
have consequences attached to them are effective ways to motivate educators to improve student
performance. NCLB legislation created a national set of reforms that had been championed by
those advocating for standards-based education across the United States. Presently a problem of
unequal access to a balanced curriculum for all students across California has created the need to
study arts-focused schools that continue to incorporate all core subjects, arts education in
particular, into classroom instruction. Arts education allows for learning experiences that call for
innovation and problem solving critical for achievement in the technologically advancing world.
It is important to study arts education because it is one of the core subjects that has become less
emphasized in many schools that struggle to meet federal and state high-stakes accountability
measures.
The first three chapters of this dissertation included the problem and the significance of
the study, a review of the literature related to the problem, and the methodology and design used
to study the chosen schools. Specifically, this chapter will present the results of the study as
related to each research question. Table 2 below displays important characteristics as they relate
to the 27 arts-focused schools in that 70% (19 out of 27) are less than 500 students thus serving
smaller student populations.
Table 3 notes that out of the major ethnic groups of American Indian/Alaska Native,
Asian, Black, Hawaiian Native/Pacific Islander, Hispanic, Two or more races, and White- only
the Hispanic and White ethnic populations (with the exception of one school with a 80% Black
population) had student populations of over 40%. In fact, Table 3 notes that more than 51% (14
DECREASING OFFERINGS OF ARTS EDUCATION 45
out of 27) arts-focused schools have a Hispanic population that constitutes more than 40% of the
student body. In addition, 10 out of those 13 schools have Hispanic populations that are more
than 80% of the total student body. Thus of the 27 arts-focused schools, many are serving a
mostly Hispanic population in large percentages (more than 80%) of the student populations.
Also of note is that there are 4 arts-focused schools with White population accounting for more
than 50% of the student body. Thus, in addition to the limited number of arts-focused schools,
the 27 arts-focused schools are educating limited numbers of ethnic groups other than Hispanic
and White.
Table 2
Total Enrollment of the 27 Arts-Focused Schools
More than 200 students 300 students 400 students 500 students 600 students

5 schools 3 schools 11 schools 1 school 7 schools

Table 3
Ethnic Enrollment Percentages of The 27 Arts-Focused Schools
More than 40% 50% 60% 80% 90%
Black 0 0 0 1 school 0
Hispanic 1 school 1 school 2 schools 5 schools 5 schools
White 5 schools 2 schools 1 school 1 school 0

In general, of the 27 arts-focused schools there were different frequency counts for the
various arts concentrations (music, dance etc.) and this percentage is provided in Table 4. For
example, a majority of the 27 arts-focused schools emphasized music and theatre with a lesser
number of the schools emphasizing architecture and dance.

DECREASING OFFERINGS OF ARTS EDUCATION 46
Table 4
Frequency Counts for the Art Concentrations of the 27 Arts-Focused Schools
Art Concentration
Art Concentration percentages of
the 27 Arts-Focused schools
1-Drawing 85.2%
2-Painting 85.2%
3-Photography 77.8%
4-Architecture 33.3%
5-Conceptual Arts 0.0%
6-Literary Arts 40.7%
7-Music 88.9%
8-Theatre 85.2%
9-Dance 7.4%
None reported 0.0%

The research questions used for this study serve to understand and demonstrate how
schools focus on the arts as they relate to education policy and student populations. The study
addressed the following 5 research questions:
1. Has access to arts-focused schools changed between 2003 and 2012?
2. Does access to arts-focused schools depend on charter school status?
3. Are arts-focused schools more likely to have met their API target (800)?
4. Does access to arts-focused schools depend on Title 1 status?
5. Are arts-focused schools equally accessible among ethnic groups?
These questions align to the purpose of the study, which was to identify and examine schools
that have focused on arts education as a priority within the curriculum while managing the
demands from mandated high-stakes accountability measures.

DECREASING OFFERINGS OF ARTS EDUCATION 47
Results Research Question One
Research Question One asked: Has access to arts-focused schools changed between 2003
and 2012? In addressing if there is any positive or negative change in arts education access it is
important to have a frame of reference that can display a trend. By noting the number of arts-
focused schools in 2003 and comparing it to the number of arts-focused schools in 2012, certain
results may be noted. In this situation, access to the sheer number of schools did increase given
that 5 schools were arts-focused in 2003 compared to 27 in 2012. These additional 22 schools
were mostly charter schools, however and smaller in enrollment. Thus a growth in the number
of arts-focused schools that have specialized and grown their arts educational programs must be
noted will be discussed more thoroughly in the following subheadings: High-Stakes
Accountability Reform Pressures, Increase in Arts-Focused Schools, Smaller Enrollment of Arts-
Focused Schools and Data Analysis Results.
High-Stakes Accountability Reform Pressures
Because of high-stakes accountability reform policies that were enacted in California
through policies such as the No Child Left Behind (NCLB) act of 2001, schools have been
pressured to limit academic offerings and focus more on tested subject matter, especially math
and English. This underlying philosophy is based on the belief that incentives which have
consequences attached to them are effective ways to motivate educators to improve student
performance. NCLB legislation created a national set of reforms that had been championed by
those advocating for standards-based education across the United States. Operating under these
conditions, California schools have been addressing NCLB requirements. Proponents advocate
that these high-stakes accountability reform policies should cause school districts to develop
coherent instructional strategies. These strategies would be evidenced by the provision of
DECREASING OFFERINGS OF ARTS EDUCATION 48
comprehensive, high-quality professional development and the alignment of district policy and
resources in support of school improvement. In theory, these activities on the part of districts
would then improve student achievement as measured by state tests.
However, in an effort to produce positive test scores, learning curriculum has been
limited to the specific courses evaluated in NCLB. An environment has been created whereby
instruction in many schools has been altered to create a situation aimed at increasing student
scores on high-stakes accountability reform standardized tests. Further, schools with high
numbers of minorities, English Language Learners (ELL), and special education populations are
facing difficulties in attaining certain benchmarks inherent in NCLB. At the heart of the issue is
sustaining enriching arts education programs at many schools, which has been subjected to
downgrades or elimination altogether based on the cuts in state allocations and compliance with
NCLB requirements (Gullat, 2007). Currently, arts education programs have been relegated to a
lower priority in comparison to the subjects of English, math, science and social science. This is
because of the importance of student performance on high-stakes accountability standardized test
scores of the aforementioned four subjects that have been used to measure an overall school
success profile (Cawelti, 2006). This type of scoring has led for a rudimentary, oversimplified
measurement the general public can use to rank a school. Thus it is important to ascertain if
based on these pressures facing schools to compete for enrollment and viability, they are also
actively promoting arts to the extent that they are arts-focused.
Increase in the Number of Arts-Focused Schools
The findings were very interesting given that five schools were arts-focused in 2003 and
largely because of an increase in charter school development, an additional 22 were established.
As a percentage, arts-focused schools consisted of 0.005% of the schools in 2003 to 0.02% in
DECREASING OFFERINGS OF ARTS EDUCATION 49
2012. A conclusion could be drawn that a slight increase in arts education access through the
sheer number of schools is afforded to students who chose to attend an arts-focused school that
operate by charter to allow for specialized arts curriculum.
Smaller Enrollment of Arts-Focused Schools

However, these 27 schools generally are of charter status and have smaller enrollment, so
the overall number of students in California schools that are offered a comprehensive arts
education in a favorable, comprehensive way is not as prevalent as it would seem. Again, as
Table 2 noted, the important findings as they relate to the 27 arts-focused schools is that 70% (19
out of 27) are less than 500 students thus serving smaller student populations.
It is by operating mainly in a charter schools status, can the 27 schools be able to operate
in an arts-focused manner. By being more restricted to the guidelines of each respective district
office that is complying with NCLB, large traditional schools lack the flexibility and autonomy
of charter schools to become arts–focused and provide a comprehensive arts education.
Results Research Question Two
Research Question Two asked: Does access to arts-focused schools depend on charter
school status? After reviewing the data, it was confirmed that indeed there was a correlation
whereby access to arts-focused schools was based on charter schools status. Several factors are
involved concerning the characteristics of arts education and that of charter schools that allow for
the increase of arts-focused schools. The following subheadings of Charter Schools and Arts
Education Influences and Data Analysis Results further elaborate and support this relationship.
Charter Schools and Arts Education Influences
Innovation in education delivery with the goal of improving student achievement is at the
core of the charter school movement. The skills of identifying and understanding meaning are
DECREASING OFFERINGS OF ARTS EDUCATION 50
the root of comprehension. Arts education initiates and aids a student to comprehend material,
enhance vocabulary, recognize colors and shapes and develop critical thinking skills (Richards,
2003). Students are able to make connections therefore this advancement is critical to address
the policy movement of closing the achievement gap by increasing student achievement
performance which is an objective of charter schools. Further, arts education support and
delivery is increased in several ways such as having arts as a high school graduation requirement
which is central in arts-focused schools.
Even though arts education has been involved in advancements and setbacks in relation
to perceived curriculum importance, public sentiment of the respective era shaped public policy
in ways that has created fiscal implications for arts education. In addition, high-stakes
accountability testing has led to less emphasis on arts education courses given that academic
success of a school is directly measured by test score results. However, many educational
advocates call for the use of multiple measures to determine student achievement (Eisner, 2005).
As previous studies indicate, arts education engages students in multiple ways with a strong
development of the social and emotional cognitive areas. Charter schools have operated
independently with a purpose of developing their own concentrated areas of measurement with
latitude in student engagement.
Data Analysis Results
Table 5 shows the crosstabulation between school type (noncharter, dependent charter
and independent charter school) and whether a high school is classified as an arts high school
(school type). The statistical findings are given in Table 6.

DECREASING OFFERINGS OF ARTS EDUCATION 51
Table 5
Crosstabulation Results Addressing Research Question Two

arts_hs
Total .00 1.00
Charter No Count
1010 14 1024
% within charter
98.6% 1.4% 100.0%
Dependent Count
163 10 173
% within charter
94.2% 5.8% 100.0%
Independent Count
39 3 42
% within charter
92.9% 7.1% 100.0%
Total Count
1212 27 1239
% within charter
97.8% 2.2% 100.0%

As shown in Table 6, there is a strong and significant relationship between charter school
status school type, X
2
(2) = 18.546, p =.001. Specifically as shown in Table 5, arts-focused high
schools are much more likely to be charter schools. 5.8% of the dependent charter schools and
7.1% of the independent charter schools are classified as arts-focused high schools compared to
only 1.4% of noncharter schools.
Table 6
Chi-Square Tests Results Addressing Research Question Two

Value df Asymp. Sig. (2-sided)
Pearson Chi-Square 18.546
a
2 .000
Likelihood Ratio 13.989 2 .001
N of Valid Cases 1239
a. 2 cells (33.3%) have expected count less than 5. The minimum expected count is .92.
Results Research Question Three
Research Question Three asked: Are arts-focused schools more likely to have met their
API target (800)? As discussed previously, many schools are working toward closing the
achievement gap as well as dealing with the demands of raising the Academic Performance
DECREASING OFFERINGS OF ARTS EDUCATION 52
Index (API) scores and thereby replacing arts educational programs with supplemental math and
English classes. By examining if arts-focused schools are more likely to reach the API target
score of 800 as compared to traditional schools, results can be observed whereby the arts-focused
curriculum may influence overall student performance in the tested subjects. After further
analysis, it was found that percentages were not large enough to be considered significant and
therefore demonstrated that arts-focused schools are not more likely to have met their API target
(800). Thus, as it relates to API, an arts-focused school can put great emphasis on arts education
and, at the same time, have achievement test scores comparable to those of traditional schools.
Many factors are involved in how schools are currently using API in measuring
performance which serves as a good way to further inquire on the delivery of education by arts-
focused schools. This is based on the fact that there is inherent pressure to raise API scores by
eliminating arts educational courses with math and English classes. This situation will be
discussed more thoroughly in the following subheadings: API Performance Pressures and Data
Analysis Results.
API Performance Pressures
As mentioned previously, the API is the cornerstone of California’s Public Schools
Accountability Act of 1999 (PSAA). According to the California Department of Education, the
purpose of the API is to measure the academic performance and growth of schools. Given that
the statewide API target for all schools is 800 based on an index that ranges from a low of 200 to
a high of 1000. As it relates to the academic value of arts education there is a need to discern
positive influences because more and more accountability policies such as the API are being put
into place (Baker, 2012). Arts education is in jeopardy of being reduced or eliminated based on
DECREASING OFFERINGS OF ARTS EDUCATION 53
a system whereby a clear target number of 800 such as the API, based on the tested subjects of
math and English, is the objective goal.
Data Analysis Results
As it related to API, and as Table 7 outlines, just 30.4% of the non arts-focused schools
and only 29.6% of arts-focused high schools had met their API target (800). These percentages
were not large enough to be considered significant and therefore demonstrated that arts-focused
schools are not more likely to have met their API target (800).
Table 7
Crosstabulation Results Addressing Research Question Three

metAPI
Total No Yes
arts_hs No Count 843 369 1212
% within arts_hs 69.6% 30.4% 100.0%
Yes Count 19 8 27
% within arts_hs 70.4% 29.6% 100.0%
Total Count 862 377 1239
% within arts_hs 69.6% 30.4% 100.0%

In addition, as Table 8 outlines with the Fisher’s Exact Test, the findings of p=1.00 is
greater than .05 therefore the difference between arts-focused high schools who have not met
API and arts-focused high schools who have met API is not significant. Thus with no significant
difference of API, it was demonstrated that an arts-focused school can put great emphasis on arts
education and at the same time have achievement test scores that are comparable to traditional or
non arts-focused schools.

DECREASING OFFERINGS OF ARTS EDUCATION 54
Table 8
Chi-Square Tests Results Addressing Research Question Three
Value df
Asymp. Sig.
(2-sided)
Exact Sig.
(2-sided)
Exact Sig.
(1-sided)
Pearson Chi-Square .008
a
1 .927
Continuity Correction
b
.000 1 1.000
Likelihood Ratio .008 1 .927
Fisher's Exact Test 1.000 .558
Linear-by-Linear Association .008 1 .927
N of Valid Cases 1239
a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 8.22.
b. Computed only for a 2x2 table

Results Research Question Four
Research Question Four asked: Does access to arts-focused schools depend on Title 1
status? The results that access to arts-focused schools is not dependent on Title 1 was based on
only 1.5% of the Non-Title 1 schools are arts-focused high schools and 2.5% of Title 1 schools
are arts-focused and these percentages are not large enough to be considered significant. Several
factors are involved in clarifying the connection of arts-focused schools and Title 1 status. It is
important to note that the purpose of Title 1 is to provide that all children have a fair, equal, and
significant opportunity to acquire a high-quality education and reach, at a minimum, proficiency
on state academic achievement standards and state academic assessments (U.S. Department of
Education website). Schools or districts that do not meet the Adequate Yearly Progress (AYP)
for two or more years can lose the Title 1 funding which is there to meet the needs of “at-risk”
and low-income students (U.S. Department of Education website). Students are classified as “at-
risk” for academic failure based on economic and/or social disadvantages. The term can be used
to describe students who are academically disadvantaged, disabled, of low socioeconomic status
(SES), and students on a probationary status (California Department of Education website). The
goal of K-12 public schools of meeting Adequate Yearly Progress (AYP) in every category
DECREASING OFFERINGS OF ARTS EDUCATION 55
including those of race, socioeconomic status, and English Language Learners (ELL), has
presented problems for students to gain access to arts education. Higher numbers of “at risk”
students are often found at schools with significant AYP and achievement gaps. In addition,
Chapman (2004), found that even though a key provision of NCLB was to address and overcome
the achievement gap, national arts education curriculum with approximately 35% of “at-risk”
students has been eliminated. Further, based on the fact that they are being placed in courses that
are aimed to increase their test scores, there is a disproportionate amount of “at risk” students
who are being deprived of arts education curriculum (Berliner, 2009). All students, especially
those of low SES greatly benefit from arts education on a cognitive level, Rabkin and Redmond
(2006) found, and emphasized that the educational community along with policymakers should
note these advantages. It encouraging that the results were that access is not limited to schools
that are dependent on Title 1 status, even though the population served by Title 1 schools is the
population that particularly benefits from arts education. By closely examining arts-focused
schools and to see if access to them is dependent on Title 1 status, emphasis on these particular
populations can be addressed. The following subheadings provide more background on arts
education and Title 1 related student populations. They are as follows: Advantages of Arts
Education for Low SES Students, Advantages of Arts Education for Title 1 Students Overall, and
Data Analysis Results.
Advantages of Arts Education for Low SES Students
In regards to low socioeconomic status (SES) students, Catterall and Peppler (2007) were
able to find that low SES students who had been involved in music activities through the 12
th

grade were able to score ten percent better than the rest of the students in mathematics. Further,
Catterall and Peppler (2007) found that low SES students who had gains in reading proficiency
DECREASING OFFERINGS OF ARTS EDUCATION 56
had been active in theatre and attributed this to the marked improvements on the heavy language
and communications rigor of the dramatic arts. What is encouraging for low SES students is,
besides the way in which arts education promotes academic proficiency, is the opportunities for
social interaction on a peer-to-peer level with attention to one’s emotions as well as others. This
exposure is life changing for self-esteem and overall development.
Advantages of Arts Education for Title 1 Students Overall
In regards to the advantages of arts education for Title 1 students overall, it was important
to note low SES students previously, but there are populations within Title 1 that are also
benefitted as well. Specifically, there are “at-risk” students. Students are classified as “at-risk”
for academic failure based on economic and/or social disadvantages. The term can be used to
describe students who are academically disadvantaged, disabled, of low socioeconomic status
(SES), and students on a probationary status (U.S. Department of Education website).
Fortunately for these students, there are arts education classes where they usually experience the
most interactions involving emotions such as empathizing, individualized thinking and
expressing oneself. When there are not many positive role models and personal obstacles to
surmount, it is extremely important to prioritize arts education and promote its benefits.
Supporting this notion, arts education was found to have significant impact on conflict
resolution, character understanding and peer interaction on character (Catterall & Peppler, 2007).
Further, Brouilette (2010) asserts it is through balanced group interactions that healthy social
skills are nurtured and established. Title 1 students usually lack strong social situations that
enable growth thus adding emphasis to the dire need for access to arts education for this
population.

DECREASING OFFERINGS OF ARTS EDUCATION 57
Data Analysis Results
As it relates to whether access to arts-focused schools depend on Title 1 status it was
shown that only 1.5% of the Non-Title 1 schools are arts-focused high schools and 2.5% of Title
1 schools are arts-focused. These percentages are not large enough to be considered significant
and therefore demonstrated that access to arts-focused schools is not dependent on Title 1 status.
This is shown in Table 9.

Table 9
Crosstabulation Results Addressing Research Question Four

arts_hs
Total No Yes
title1 No Count 397 6 403
% within title1 98.5% 1.5% 100.0%
Yes Count 815 21 836
% within title1 97.5% 2.5% 100.0%
Total
Count 1212 27 1239
% within title1 97.8% 2.2% 100.0%

Further, as Table 10 outlines with the Fisher’s Exact Test, the findings of p=.303 is greater than
.05 therefore the difference between Title 1 and non-Title 1 schools is not significant.

DECREASING OFFERINGS OF ARTS EDUCATION 58
Table 10
Chi-Square Tests Results Addressing Research Question Four

Value Df
Asymp. Sig.
(2-sided)
Exact Sig.
(2-sided)
Exact Sig.
(1-sided)
Pearson Chi-Square 1.335
a
1 .248

Continuity Correction
b
.898 1 .343

Likelihood Ratio 1.427 1 .232

Fisher's Exact Test

.303 .172
Linear-by-Linear Association 1.334 1 .248

N of Valid Cases 1239

a. 0 cells (0.0%) have expected count less than 5. The minimum expected count is 8.78.

Results Research Question Five
Research Question Five asked: Are arts-focused schools equally accessible among ethnic
groups? The value of arts education is extremely important and thus it is imperative that all
ethnic groups have access to this curriculum. Initially it appeared that certain ethnicities would
be underrepresented however, it was encouraging to get results showing that arts education is
predominantly equally accessible among ethnic groups. Several factors led to this and will be
elaborated upon in the following subheadings: Arts Education Transcending Cultures and
Languages, Arts Education Advantages for Special Ethnic Populations and Data Analysis
Results.
Arts Education Transcending Cultures and Languages
Keeping individual ethnic identities and traditions intact is very important and arts
education allows for all ethnic groups to work and grow together and develop positive learning
experiences that build upon their ethnic diversity. It is these enriching experiences of arts
education that greatly influences a student’s personality regardless of ethnicity and can transcend
beyond the art class itself. Further, Bush, Ladd and Herals (2001), found that students who have
DECREASING OFFERINGS OF ARTS EDUCATION 59
formed positive relationships have more confidence about themselves and view school in a more
positive manner and are more active in all aspects of school. Thus arts education classes allow
for the students to become more involved in classes and activities that go beyond their current
arts education curriculum. In addition, participation in arts education classes enhances and
encourages this personal growth leading to more developed social skills with not only peers but
also adults. By aiding in social awareness, all ethnicities can embrace their differences and learn
together even better.
Further, Gullat (2007) found that a sense of achievement is developed for students
through the opportunities to experience success through the arts. Therefore any achievement gap
for some groups may be negated through positive performances with arts education classes. In
addition, the learning experience created by arts curriculum fosters the desire for students to do
well in other non-arts classes and situations. Brouilette, (2010) noted very persuasive
connections between influential arts curriculum and academic progress and socialization.
Further, Deasy (2002) found very positive connections with cognitive learning and arts
curriculum. Thus the importance that arts education can have for all students cannot be
overstated for their overall academic performance and social skills refinement.
Arts Education Advantages for Special Ethnic Populations
Given that certain ethnic populations may be ELL and/or face retention pressures, access
to arts education is especially important. As noted previously, arts curriculum provides many
helpful situations for ELL students that develop teamwork, group socialization and peer-to-peer
interactions. More peer interactions with the attention to one’s emotions as well as others is
based on how arts education is structured. For ELL students, arts education classes may be the
only class where they can truly express themselves. A significant setback for ELL students is the
DECREASING OFFERINGS OF ARTS EDUCATION 60
limited or in some cases, no writing or speaking self-expression. Brouilette (2010) notes that in
contrast, ELL students are able to express themselves artistically in a complete way. More self-
expression creates a feeling of more independence and more pride and confidence translating
into more participation and higher probability of graduating.
Data Analysis Results
Table 11 outlines the frequency counts for the various ethnic concentrations based on
percentage comparisons. Even though Table 3 noted large differences of arts education on a
school by school basis with some schools having 80% or more of Hispanic population, when the
population of the 27 schools are combined there seems to be a more distribution of arts education
among all ethnic groups that is very similar to the statewide population figures in general. As
Table 11 notes, only the ethnic groups of African American, White and Two or More Races
make up a slightly larger percentage of the population in arts-focused schools in comparison to
overall statewide ethnic population percentages. The other ethnic groups of American Indian or
Alaska Native, Asian, Filipino, Hispanic, and Pacific Islander are slightly less represented in
arts-focused schools as compared to the statewide figures.

DECREASING OFFERINGS OF ARTS EDUCATION 61
Table 11
Frequency Counts for the Various Ethnic Concentrations Addressing Research Question Five
Ethnicity
Arts-Focused schools
total percentage
All California schools
total percentage
African American not Hispanic 11.1% 6.16%
American Indian or Alaska Native 0.47% 0.662%
Asian 8.00% 8.70%
Filipino 1.81% 2.43%
Hispanic or Latino 51.09% 53.25%
Pacific Islander 0.49% 0.53%
White not Hispanic 26.00% 25.00%
Two or More Races Not Hispanic 4.50% 2.68%
None Reported 0.00% 0.63%
Total 100.00% 100.00%

DECREASING OFFERINGS OF ARTS EDUCATION 62
CHAPTER FIVE: DISCUSSION
The first chapter of this study introduced the topic of arts education, as well as the
purpose and the significance of the study. The second chapter presented a review of existing
literature related to the topic, which includes the history of the arts in education, the influence of
policy on arts education, the benefits of the arts, and best practices. The third chapter described
the methodology, research design, and population sample, and the fourth chapter presented the
findings of the quantitative research from the collected data. This chapter provides a discussion
of the study, an analysis of the findings, implications for practice, and recommendations.
The purpose of this study was to assess the extent to which different groups have access
to an enriched arts curriculum and to assess the differences between arts-focused high schools
and other high schools. The research questions aimed to identify the practices, strategies, and
resources that the arts-focused schools are implementing to sustain the arts, as well as describe
the perceived impact of arts education on the school culture and population.
Because arts education is faced with impediments to gain a fundamental role in education
curriculum planning, this study is significant as it aims to further the understanding in the
delivery of arts education. Thus, educators, stakeholders and policymakers will find this study of
importance because the findings presented will contribute to the research that supports arts
education based on schools that have kept or improved an influential educational program in the
arts.
The methodology of the study was framed in terms of using numbers in a quantitative
type of study rather than being framed in the terms of words as in a qualitative study (Creswell,
2013). Furthermore, the quantitative research design of this study found using data from the
existing databases revealed unique, numerical based findings. Further, collecting data
DECREASING OFFERINGS OF ARTS EDUCATION 63
quantitatively with instruments provided a persuasive overview of arts education delivery in
California as opposed to collecting qualitative data through a sole school observational setting.
By selecting a quantitative research design, a platform for testing objective theories is obtained
by examining the relationship among variables (Creswell, 2013). These variables, in turn, can be
measured so that numbered data can be analyzed using statistical procedures.
Discussion of Findings
In relating to the findings of the study arts-focused schools, five main findings will be
discussed. Again for clarity, the findings relate to the following five research questions:
1. Has access to arts-focused schools changed between 2003 and 2012?
2. Does access to arts-focused schools depend on charter school status?
3. Are arts-focused schools more likely to have met their API target (800)?
4. Does access to arts-focused schools depend on Title 1 status?
5. Are arts-focused schools equally accessible among ethnic groups?
The First Finding was based on Research Question One which asked: Has access to arts-
focused schools changed between 2003 and 2012? Yes- it was found that access to the sheer
number of schools did increase given that 5 schools were arts-focused in 2003 compared to 27 in
2012. So it is important to note that access to arts-focused schools has increased with 22 more
schools that are arts-focused even though they are generally smaller in enrollment per school. In
fact, Table 2 notes that 70% (19 out of 27) are less than 500 students thus serving smaller student
populations.
These additional 22 schools were mostly charter schools. This situation is probably
attributed to the fact that charter schools have more autonomy especially, as discussed
previously, in dealing with high-stakes accountability policies which are creating situations to
DECREASING OFFERINGS OF ARTS EDUCATION 64
achieve impressive test scores resulting in arts education courses to be reduced or eliminated
(Catterall, Dumais & Hampden-Thompson, 2012). The unprecedented federal legislation of
NCLB increased the focus and anxiety on these reform policies. Budget cuts have
disproportionately eliminated arts education courses at schools through the years (Catterall et.
al., 2012 and Carlisle, 2011). By operating with more autonomy as a charter school, arts
education can be focused upon.
The Second Finding was based on Research Question Two which asked: Does access to arts-
focused schools depend on charter school status? Yes- it was found that arts-focused high
schools were statistically shown more likely to be charter schools. Given this, it could be
assumed that access to arts education would be more likely if the school was of charter status
based on the autonomy of a charter school to choose curriculum focus.
It is important to note that charter schools have been offered as an educational choice in the
United States as an option to traditional public schools since 1991. In addition, charter schools
offer free, publicly funded education options to traditional public schools and they are allowed to
operate unencumbered from many of the rules and regulations that apply to traditional public
schools, although they remain subject to academic and fiscal accountability to state governments
(California Department of Education, 2012).
The charter school movement that has grown remarkably since their creation in the early
90’s, which can be associated with the increase in the number of arts-focused schools
(Wohlstetter, et. al., 2013). The success of charter school legislation adopted nationwide over
the last twenty years, includes 41 states and Washington D.C. (Toma and Zimmer, 2012).
California has been on the forefront of the charter school movement and has had record setting
growth with the fall of 2013, ushering in the opening of 118 new charter schools bringing the
DECREASING OFFERINGS OF ARTS EDUCATION 65
total to 912, which is more than any other state (USC School Performance Dashboard, 2013).
Hopefully, arts education can be improved and expanded in the California charter school system
as well as the nation’s traditional public school system by information from this study and the
USC School Performance Dashboard itself. Charter schools are using the USC Dashboard in
empowering and reforming ways. Many have tracked their performance over time to provide a
comparison to other schools. It has been noted that the value of the ranking system of the
Dashboard serves as a valuable marketing tool to enlist new enrollment and generate renewals.
Certain schools that achieve high rankings by the Dashboard have used this equity in
fundraising. Further, teachers and parents alike have become actively engaged in selecting
which school would best suit their interests based on Dashboard data.
However, even though there has been an upsurge in charter school formation, the
percentage of charter schools students enrolled is small compared to the overall enrollment of
non-charter school students in public schools presently (Wohlstetter, et. al., 2013). In addition,
as mentioned before, currently most schools are faced with stringent high-stakes accountability
measures of NCLB and severe budget setbacks, whereby the educational system of the United
States is confronting the obstacles of meeting goals and benchmarks while successfully
achieving the overall mission of increasing student learning by delivering a comprehensive
education involving the knowledge and skills necessary to advance in this increasingly
technological and competitive society. Unfortunately, in order to adhere and comply with
requirements, certain shifts in focus result. This redirected series of actions involves a large
majority of schools who are facing obstacles in operating with high-stakes accountability
measures. Therefore, these schools in order to avoid non-compliance in obtaining targets and
restrictions if targets are not achieved, resort to standardizing curriculum. As a result, a
DECREASING OFFERINGS OF ARTS EDUCATION 66
comprehensive education involving arts education with problem solving, creativity and
innovation skill set building is not provided in favor of a limited curriculum focusing on tested
subjects. Although, charter schools seem to be providing a more balanced curriculum in regards
to arts education, the vast majority of schools are complying with these high-stakes
accountability measures related to NCLB and therefore a large student population is not afforded
the critical foundation that arts education provides. These high-stakes accountability policies
within NCLB are influencing administrators to eliminate arts education classes in order to have
students test high in the selected subjects (Catterall, Dumais & Hampden-Thompson, 2012). The
unprecedented federal legislation of NCLB has increased the focus and anxiety on these reform
policies. Budget cuts have disproportionately eliminated arts education courses at schools
through the years (Catterall et. al., 2012 and Carlisle, 2011). Given the current movement of
eliminating arts education courses more charter arts-focused schools need to be established and
in greater numbers given their small average enrollment.
The Third Finding was based on Research Question Three which asked: Are arts-focused
schools more likely to have met their API target (800)? No-as it related to API, and as Table 7
outlined, just 30.4% of the non arts-focused schools and only 29.6% of arts-focused high schools
had met their API target (800). These percentages were not large enough to be considered
significant and therefore demonstrated that arts-focused schools are not more likely to have met
their API target (800). Thus with no significant difference of API, the important finding was that
an arts-focused school can put great emphasis on arts education and at the same time have
achievement test scores that are comparable to traditional schools therefore refuting an argument
of replacing arts education classes with tested subjects to reach the API target (800).
DECREASING OFFERINGS OF ARTS EDUCATION 67
It is extremely encouraging that arts-focused schools can demonstrate positive teaching
moments and do not detract from attaining comparable API scores. While focusing on arts
education, students are afforded many additional learning opportunities and such an inclusion
would not necessarily negatively impact traditional high schools who are concerned primarily
with meeting accountability targets such as the 800 API score. Supporting research lends to a
positive effect of arts education that enable arts-focused schools to compare favorably in API
performance while providing additional benefits. Catterall and Peppler (2007) found that
students being involved in the arts feel more inclusion and have higher levels of motivation.
These positive experiences should translate to success in all areas and not necessarily reflect in
indexes such as the API, nevertheless participation in arts education courses does not necessarily
detract from performance in such measures. Moreover, having enjoyable, unique experiences,
such as those found in arts education courses, helps students form intense associations with their
school resulting in an overall positive performance (Catterall & Peppler, 2007). Thus by
enabling students to become more involved with positive attachments, arts education reaches
students on multiple levels and makes the argument that traditional schools providing an arts
focus would not see disadvantages in making API targets and should see overall positive
improvement.
In addition, students who are not very successful in API tested courses like English and
math can develop a feeling of academic underachievement and a low self-esteem that can be
negated by arts education involvement which should translate in marked improvement in API
performance. This point is elaborated upon by Israel (2009) who finds an increase in self-
confidence and other aspects of school by students who take arts education classes which
motivate and inspire them. Further, Israel (2009) contends that students become more involved
DECREASING OFFERINGS OF ARTS EDUCATION 68
in their education and focus more on their work when they do well in their arts education classes
and by doing so gain confidence and a sense of achievement. Thus even though there are
concerns with traditional high schools in regards to API scores and reducing art education classes
in favor of math and English classes, it is encouraging to note that arts-focus schools can perform
comparably on the API with traditional schools by focusing on arts education. Non arts-focused
schools should be able to alleviate their concerns of lowering their API by not having a math and
English dominant course offering list. Further, non arts-focused schools should be aware of the
other areas of student improvement and self-confidence that arts education provides that is not
tested by the API.
The Fourth Finding was based on Research Question Four which asked: Does access to
arts-focused schools depend on Title 1 status? No- access to arts-focused schools is not
dependent on Title 1 and this finding is based on analysis that only 1.5% of the Non-Title 1
schools are arts-focused high schools and 2.5% of Title 1 schools are arts-focused. These
percentages are not large enough to be considered significant. This finding was important in that
arts education is being delivered to all students even though Title 1 students would be one of the
groups that would benefit the most.
As previously stated, access to arts education as it relates to Title 1 status is based on
several factors. It is important to emphasize that the purpose of Title 1 is to ensure that all
children have a fair, equal, and significant opportunity to obtain a high-quality education and
reach, at a minimum, proficiency on state academic achievement standards and state academic
assessments (U.S. Department of Education website). The U.S. Department of Education
provides Title 1 funding to local school districts to meet the needs of “at-risk” and low-income
students. Any schools/districts that fail to meet the Adequate Yearly Progress (AYP) for two or
DECREASING OFFERINGS OF ARTS EDUCATION 69
more years can lose the Title 1 funding (U.S. Department of Education website). In addition, it is
important to note that term is used to define students who are “at-risk” for academic failure based
on social and/or economic disadvantages. The term can be used to describe students who are
academically disadvantaged, disabled, of low socioeconomic status, and students on a
probationary status (California Department of Education website). In regards to K-12 public
schools goal of meeting Adequate Yearly Progress (AYP) in every category including those of
race, socioeconomic status, and English Language Learners (ELL) has presented problems for
students to gain access to arts education. Schools with significant AYP and achievement gaps
often have a higher numbers of “at risk” students. Although a key component of NCLB was to
address and overcome the achievement gap, it was found that national arts education curriculum
containing approximately 35% of “at-risk” students has been eliminated (Chapman, 2004). As
research has shown, those that are not meeting proficiency on standardized tests are students who
are considered low achieving students (Chapman, 2004). Further, Berliner (2009) also asserts
that there are a disproportionate amount of “at risk” students who are being deprived of arts
education based on the fact that they are being placed in courses that are aimed to increase their
test scores. In addition, it was also stressed by Rabkin and Redmond (2006) that all students
especially those of low socioeconomic status benefit greatly benefit on a cognitive level from
arts education and it is imperative that all sections of the educational community along with
those involved in policy formation recognize these benefits especially for completion of A-G
requirements and post-secondary options in general.
The Fifth Finding was based on Research Question Five which asked: Are arts-focused
schools equally accessible among ethnic groups? Yes- arts education is predominantly equally
accessible among ethnic groups. Initially, it appeared that certain ethnicities would be
DECREASING OFFERINGS OF ARTS EDUCATION 70
underrepresented however, as Table 1 outlines the frequency counts for the various ethnic
concentrations based on percentage comparisons demonstrates access is distributed on a fairly
equal basis. Even though Table 2 noted large differences of arts education on a school by school
basis with some schools having 80% or more of Hispanic population, when the population of the
27 schools are combined there seems to be a more distribution of arts education among all ethnic
groups that is very similar to the statewide population figures in general. As Table 1 notes, only
the ethnic groups of African American, White and Two or More Races make up a slightly larger
percentage of the population in arts-focused schools in comparison to overall statewide ethnic
population percentages. The other ethnic groups of American Indian or Alaska Native, Asian,
Filipino, Hispanic, and Pacific Islander are slightly less represented in arts-focused schools as
compared to the statewide figures.
It is important to find that arts education is predominantly equally accessible among
ethnic groups because sound arts education involves situations that contain teamwork, group
socialization and peer-to-peer interactions which are especially important for ELL students. It is
very important to have such inclusion to the social and emotional development of a student.
Brouillette (2010) explains that the identification of the daily experiences and emotions in the
development of relationships is the essence of social-emotional development. The way in which
arts education is structured, allow for more social interaction on a peer-to-peer level with
attention to one’s emotions as well as others. Further, ELL students frequently form an intense
preference for arts education because it provides a platform for expressing themselves. For ELL
students it is especially discouraging to not have a form of self-expression by speaking or
writing. In contrast, they are able to express themselves fully artistically (Brouilette, 2010).
ELL’s develop a true sense of freedom because they are performing at the same level as their
DECREASING OFFERINGS OF ARTS EDUCATION 71
classmates with no modifications. Brouilette (2010) believes the arts are possibly the sole outlet
whereby ELL students can fully express themselves. It is this self-expression ability that builds
more self-confidence for ELL students. This increase in self-confidence can positively influence
their performance in their other classes and other facets of their life.
Enriching arts education social-emotional experiences greatly influence a student’s
personality and have impacts beyond the art class itself. Research supports the notion that
students who have formed positive relationships have more confidence about themselves and
view school in a more positive manner and tend to be more active in all aspects of school (Buhs,
Ladd & Herals, 2001). Further, a sense of achievement is developed for students through the
opportunities to experience success through the arts (Gullat, 2007). Several studies have noted
strong correlations with enriching arts education experiences and social skills and academic
achievement (Brouilette, 2010). The desire for a student to excel in other non-arts courses stems
from the experience developed in arts education.
Implications for Practice
It is important to note the specific programs and practices that this study examined as
well as the schools that have soundly embraced arts education and have effectively delivered this
instruction despite a current environment of testing and budget setbacks. In fact, budget cuts
have disproportionately eliminated arts education courses at schools through the years (Catterall
et. al., 2012 and Carlisle, 2011). Given this scenario, this study will be critical to increase access
to arts education. There are five implications for practice based on the five findings noted
previously.
My first implications for practice would be for traditional schools to explore options to
reorganize or convert to an arts-focused charter school or to seek ways of gaining public support
DECREASING OFFERINGS OF ARTS EDUCATION 72
with the interest of current students to splinter off and develop their own arts-focused charter
school. This implication is based on the First Finding where it was noted that there has been a
significant increase in the number of arts-focused schools and they have been of charter status
and the Second Finding where it was found that the arts-focused schools were statistically shown
more likely to be charter schools. As noted, being a charter school allows for more flexibility and
autonomy that can allow for arts-focused curriculum, further being smaller in enrollment would
allow for current populations within existing schools to form their own charter school and have
current existing small arts-focused charter schools to model as they develop.
It is because of high-stakes accountability reform policies that were enacted in California
through policies such as the No Child Left Behind (NCLB) act of 2001, that non-charter schools
have been pressured to limit academic offerings and focus more on tested subject matter,
especially math and English. This underlying philosophy is based on the belief that incentives
which have consequences attached to them are effective ways to motivate educators to improve
student performance. NCLB legislation created a national set of reforms that had been
championed by those advocating for standards-based education across the United States.
Operating under these conditions, California schools have been addressing NCLB requirements.
However, in an effort to produce positive test scores, learning curriculum has been
limited to the specific courses evaluated in NCLB. An environment has been created whereby
instruction in many schools has been altered to create a situation aimed at increasing student
scores on high-stakes accountability reform standardized tests. At the heart of the issue is
sustaining enriching arts education programs at many schools, which has been subjected to
downgrades or elimination altogether based on the cuts in state allocations and compliance with
NCLB requirements (Gullat, 2007). Currently, arts education programs have been relegated to a
DECREASING OFFERINGS OF ARTS EDUCATION 73
lower priority in comparison to the subjects of English, math, science and social science. This is
because of the importance of student performance on high-stakes accountability standardized test
scores of the aforementioned four subjects that have been used to measure an overall school
success profile (Cawelti, 2006). The First Finding was important in that there were five schools
that were arts-focused in 2003 and largely because of an increase in charter school development,
an additional 22 were established.
A conclusion could be drawn that a slight increase in arts education access through the
sheer number of schools is afforded to students who chose to attend an arts-focused school that
operate by charter to allow for specialized arts curriculum. Again, as Table 2 noted, the
important findings as they relate to the 27 arts-focused schools is that 70% (19 out of 27) are less
than 500 students thus serving smaller student populations.
It is by operating mainly in a charter schools status, can the schools be able to operate in
an arts-focused manner. By being more restricted to the guidelines of each respective district
office that is complying with NCLB, large traditional schools lack the flexibility and autonomy
of charter schools to become arts–focused and provide a comprehensive arts education.
Having more autonomy enables charter schools to develop and offer arts education
courses that provide students the opportunities to use their imagination and develop their
creativity. Many charter schools operate with objectives of developing problem solving skills,
and different thinking perspectives nurtured by arts education. Further, by having charter
schools with an arts education focus, the objectives of self-confidence and self-expression can be
fostered. Given this, important practices from charter schools that have emphasized arts
education have been noted and demonstrate supporting evidence for further inclusion of arts
instruction for the betterment of student development.
DECREASING OFFERINGS OF ARTS EDUCATION 74
The growth in the number of arts-focused schools is directly attributed to the charter
school movement that has been gaining momentum since their inception (Wohlstetter, et. al.,
2013). Great strides have been made with charter schools since the first charter school law that
was passed in Minnesota in 1991 and after over two decades, 41 states and Washington D.C.
have adopted charter legislation (Toma and Zimmer, 2012). California has been on the forefront
of the charter school movement and has had record setting growth.
However, even though there has been an upsurge in charter school formation, the
percentage of charter schools students enrolled is small compared to the overall enrollment of
non-charter school students in public schools presently (Wohlstetter, et. al., 2013). In addition,
as mentioned before, currently most schools are faced with stringent high-stakes accountability
measures of NCLB and severe budget setbacks, whereby the educational system of the United
States is confronting the obstacles of meeting goals and benchmarks while successfully
achieving the overall mission of increasing student learning. Unfortunately, in order to adhere
and comply with requirements, certain shifts in focus result. This redirected series of actions
involves a large majority of schools who are facing obstacles in operating with high-stakes
accountability measures. Therefore, these schools in order to avoid non-compliance in obtaining
targets and restrictions if targets are not met, resort to standardizing curriculum. As a result, a
comprehensive education involving arts education with problem solving, creativity and
innovation skill set building is not provided in favor of a limited curriculum focusing on tested
subjects. Although, charter schools seem to be providing a more balanced curriculum in regards
to arts education, the vast majority of schools are complying with these high-stakes
accountability measures related to NCLB and therefore a large student population is not afforded
the critical foundation that arts education provides. These high-stakes accountability policies
DECREASING OFFERINGS OF ARTS EDUCATION 75
inherent in NCLB are resulting in arts education courses to not be offered or offered with limited
options (Catterall, Dumais & Hampden-Thompson, 2012). The unprecedented federal legislation
of NCLB has increased the focus and anxiety on these reform policies. Budget cuts have
disproportionately eliminated arts education courses at schools through the years (Catterall et.
al., 2012 and Carlisle, 2011). Thus even though a larger percentage of students are not enrolled
in charter schools, their access to arts education courses is limited at best when attending a
traditional school.
The Second Implications for Practice was based on the Third Finding of how an arts-
focused school can put great emphasis on arts education and at the same time have achievement
test scores that are comparable to traditional schools therefore refuting an argument of replacing
arts education classes with tested subjects to reach the API target (800).
A concerted effort to communicate this finding must be initiated. This could be done
through press releases and/or public affairs offices in the private and public sector. Further,
since Los Angeles has such a strong creative community of performing artists they could
participate in public service announcements illustrating this finding and the importance of arts
education which could help shape education policy and state legislation. It is extremely
encouraging that arts-focused schools can demonstrate positive teaching moments and do not
detract from attaining comparable API scores. While focusing on arts education, students are
afforded many additional learning opportunities and such an inclusion would not necessarily
negatively impact traditional high schools who are concerned primarily with meeting
accountability targets such as the 800 API score. Supporting research lends to a positive effect
of arts education that enable arts-focused schools to compare favorably in API performance
while providing additional benefits. Catterall and Peppler (2007) found that students being
DECREASING OFFERINGS OF ARTS EDUCATION 76
involved in the arts feel more inclusion and have higher levels of motivation. These positive
experiences should translate to success in all areas and not necessarily reflect in indexes such as
the API, nevertheless participation in arts education courses does not necessarily detract from
performance in such measures. Moreover, having enjoyable, unique experiences, such as those
found in arts education courses, helps students form intense associations with their school
resulting in an overall positive performance (Catterall & Peppler, 2007). Thus by enabling
students to become more involved with positive attachments, arts education reaches students on
multiple levels and makes the argument that traditional schools providing an arts focus would not
see disadvantages in making API targets and should see overall positive improvement.
In addition, students who are not very successful in API tested courses like English and
math can develop a feeling of academic underachievement and a low self-esteem that can be
negated by arts education involvement which should translate in marked improvement in API
performance. This point is elaborated upon by Israel (2009) who finds an increase in self-
confidence and other aspects of school by students who take arts education classes which
motivate and inspire them. Further, Israel (2009) contends that students become more involved
in their education and focus more on their work when they do well in their arts education classes
and by doing so gain confidence and a sense of achievement. Thus even though there are
concerns with traditional high schools in regards to API scores and reducing art education classes
in favor of math and English classes, it is encouraging to note that arts-focus schools can perform
comparably on the API with traditional schools by focusing on arts education. Non arts-focused
schools should be able to alleviate their concerns of lowering their API by not having a math and
English dominant course offering list. Further, non arts-focused schools should be aware of the
other areas of student improvement and self-confidence that arts education provides that is not
DECREASING OFFERINGS OF ARTS EDUCATION 77
tested by the API. In this case, powerful student testimonials, relaying this experience would be
very persuasive for educational stakeholders to consider.
The Third Implications for Practice was based on the Fourth Finding that arts-focused
schools are not dependent on Title 1. Thus this finding was important in that arts education is
being delivered to all students even though Title 1 students are would be one of the groups that
would benefit the most. However, a concerted effort to make sure that Title 1 students are given
priority in future arts education delivery with additional schools targeting them.
Several factors are involved in clarifying the connection of arts-focused schools and Title 1
status. Schools or districts that do not meet the Adequate Yearly Progress (AYP) for two or more
years can lose the Title 1 funding which is there to meet the needs of “at-risk” and low-income
students (U.S. Department of Education website). Students are classified as “at-risk” for
academic failure based on economic and/or social disadvantages. The term can be used to
describe students who are academically disadvantaged, disabled, of low socioeconomic status
(SES), and students on a probationary status (California Department of Education website). The
goal of K-12 public schools of meeting Adequate Yearly Progress (AYP) in every category
including those of race, socioeconomic status, and English Language Learners (ELL), has
presented problems for students to gain access to arts education. Higher numbers of “at risk”
students are often found at schools with significant AYP and achievement gaps. Further, based
on the fact that they are being placed in courses that are aimed to increase their test scores, there
is a disproportionate amount of “at risk” students who are being deprived of arts education
curriculum (Berliner, 2009). All students, especially those of low SES greatly benefit from arts
education on a cognitive level Rabkin and Redmond (2006) found and emphasized that the
educational community along with policymakers should note these advantages. Further charter
DECREASING OFFERINGS OF ARTS EDUCATION 78
school founding organizations such as the Bill and Melinda Gates Foundation should find
additional ways to reach out and proactively recruit Title 1 students even exploring options of
establishing charter schools exclusively for this population.
The Fourth Implications for Practice is based on the Fifth Finding that arts education is
predominantly equally accessible among ethnic groups, which is especially important because
arts education involves situations that contain teamwork, group socialization and peer-to-peer
interactions. It is very important to have such inclusion to the social and emotional development
of a student. Brouillette (2010) explains that the identification of the daily experiences and
emotions in the development of relationships is the essence of social-emotional development.
Given that society in general is becoming more diverse with all ethnicities learning to interact
with each other, it is promising to have arts education as a foundation for younger generations to
build upon. Not only in the individual student’s development but the school and eventually as
the student matures, the workplace and society in general. The way in which arts education is
structured, allow for more social interaction on a peer-to-peer level with attention to one’s
emotions as well as others. Further, ELL students frequently form an intense preference for arts
education because it provides a platform for expressing themselves. For ELL students it is
especially discouraging to not have a form of self-expression by speaking or writing. In contrast,
they are able to express themselves fully artistically (Brouilette, 2010). ELL’s develop a true
sense of freedom because they are performing at the same level as their classmates with no
modifications. Brouilette (2010) believes the arts are possibly the sole outlet whereby ELL
students can fully express themselves. It is this self-expression ability that builds more self-
confidence for ELL students. This increase in self-confidence can positively influence their
performance in their other classes and other facets of their life. As the world becomes a smaller
DECREASING OFFERINGS OF ARTS EDUCATION 79
place, impediments such as different languages and cultures, can be overcome with arts
education becoming a platform for learning and increased unity. Implementing curriculum from
an early age in all schools will benefit society in multiple ways.
Enriching arts education social-emotional experiences greatly influence a student’s
personality and have impacts beyond the art class itself. Research supports the notion that
students who have formed positive relationships have more confidence about themselves and
view school in a more positive manner and tend to be more active in all aspects of school (Buhs,
Ladd & Herals, 2001). Further, a sense of achievement is developed for students through the
opportunities to experience success through the arts (Gullat, 2007). Several studies have noted
strong correlations with enriching arts education experiences and social skills and academic
achievement (Brouilette, 2010). The desire for a student to excel in other non-arts courses stems
from the experience developed in arts education.
Keeping individual ethnic identities and traditions intact is very important and arts
education allows for all ethnic groups to work and grow together and develop positive learning
experiences that build upon their ethnic diversity. It is these enriching experiences of arts
education that greatly influences a student’s personality regardless of ethnicity and can transcend
beyond the art class itself. By aiding in social awareness, all ethnicities can embrace their
differences and learn together even better.
Further, this study should add to the existing body of knowledge and literature in that it
will provide more information on the findings as it relates to access to arts-focused schools.
Even though the research from this group of school sites may not be applicable to all schools,
this study can be analyzed to find scenarios that can be modified to different settings. This study
should aid educational stakeholders in developing arts education schools and/or curriculum,
DECREASING OFFERINGS OF ARTS EDUCATION 80
while anticipating setbacks and devising solutions. It is the goal of this study is to bring about
more awareness on the benefits arts education and areas of access. Ultimately, more arts
education resources and options for students could be offered to counteract an environment of
federal and state educational budget cuts and increased high-stakes accountability measures.
Recommendations for Further Study
This study addressed arts education by examining the access to arts-focused schools. It
analyzed the beneficial aspects of the varied arts curriculum found within the arts-focused
schools. Even though this study identified multiple reasons for the need to expand the number of
arts-focused schools and increase the access to arts education in all schools, following are nine
additional recommendations that could increase opportunities for more arts education for
additional students.
Since the charter school movement is addressing arts education but on a smaller
enrollment scale, perhaps a more robust approach can be actualized on a large, influential
platform by integration with the Common Core which was brought about when education chiefs
and governors in 48 states came together to develop this new set of standards.
Briefly, Common Core is a set of clear college and career-ready standards for
kindergarten through 12th grade in English language, arts/literacy and mathematics (National
Governors Association Center for Best Practices, Council of Chief State School Officers, 2010).
Today, 43 states have voluntarily adopted and are working to implement the standards, which are
designed to ensure that students graduating from high school are prepared to take credit bearing
introductory courses in two- or four-year college programs or enter the workforce.
The nation's governors and education commissioners, through their representative
organizations, the National Governors Association Center for Best Practices (NGA) and the
DECREASING OFFERINGS OF ARTS EDUCATION 81
Council of Chief State School Officers (CCSSO), led the development of the Common Core
State Standards and continue to lead the initiative. Teachers, parents, school administrators, and
experts from across the country, together with state leaders, provided input into the development
of the standards (National Governors Association Center for Best Practices, Council of Chief
State School Officers, 2010). The actual implementation of the Common Core, including how
the standards are taught, the curriculum developed, and the materials used to support teachers as
they help students reach the standards, is led entirely at the state and local levels.
High standards that are consistent across states provide teachers, parents, and students
with a set of clear expectations to ensure that all students have the skills and knowledge
necessary to succeed in college, career, and life upon graduation from high school, regardless of
where they live. These standards are aligned to the expectations of colleges, workforce training
programs, and employers. The standards promote equity by ensuring all students are well
prepared to collaborate and compete with their peers in the United States and abroad (National
Governors Association Center for Best Practices, Council of Chief State School Officers, 2010).
Unlike previous state standards, which varied widely from state to state, the Common Core
enables collaboration among states on a range of tools and policies, including the development
and implementation of common comprehensive assessment systems that replace existing state
testing systems in order to measure student performance annually and provide teachers with
specific feedback to help ensure students are on the path to success.
Only English language, arts and math were the subjects chosen for the Common Core
State Standards because they are areas upon which students build skill sets that are used in other
subjects however an integrated arts education curriculum is advocated (National Governors
Association Center for Best Practices, Council of Chief State School Officers, 2010). Students
DECREASING OFFERINGS OF ARTS EDUCATION 82
must learn to read, write, speak, listen, and use language effectively in a variety of content areas,
so the standards specify the literacy skills and understandings required for college and career
readiness in multiple disciplines. It is important to note that the literacy standards in
history/social studies, science, and technical subjects for grades 6–12 are meant to supplement
content standards in those areas, not replace them. States determine how to incorporate these
standards into their standards for those subjects or adopt them as content area literacy standards.
CCSSO and NGA are not leading the development of standards in other academic
content areas. The National Coalition for Core Arts Standards is leading the revision of the
National Standards for Arts Education. National Art Education Association (NAEA) and other
national arts and education organizations have released a statement calling on policy makers and
the public to re-examine support for quality arts education. Further advocacy in incorporating
arts education standards into Common Core will be needed to effectuate lasting and more
widespread advancement of arts education for all students.
Secondly, state and federal educational stakeholders and policymakers must advocate
and develop a firm dedication for arts education beginning in preschool. It is advantageous to
reach out to all learners as early as possible to allow students to begin developing creativity and
self-expression that translates into better retention and increased self-esteem. Funding through
needed legislation would enable proper integration of arts education with support offered through
additional teacher professional development and training. An empowered faculty in the arts
should spread the enthusiasm inherent in the arts education classes whereby socialization and
self-empowerment aids in the creative process.
Additional studies regarding arts education would be very persuasive in gaining traction
in the state and federal legislative bodies to effectuate more avenues for the access to arts
DECREASING OFFERINGS OF ARTS EDUCATION 83
education. More studies regarding the many benefits of arts education mentioned previously for
all students and society in general need to be conducted that examine the relationship with arts
education and student motivation and measures overall achievement during and after school.
Further, additional studies analyzing the connection between arts education access and academic
and personal achievement would provide educational stakeholders and policymakers additional
evidence for maintaining the arts curriculum despite high-stakes accountability testing mandates
focused on student scores in other subjects.
In addition, some possible other studies would be very persuasive to increase the access
to arts education. Further research could identify the latest best practices and strategies for arts
integration to other core subjects especially math and English. Additional research to outlinethe
inclusion of arts education in standardized exams and other assessment methods would be
advantageous. Finally, it would also be beneficial to have more in-depth qualitative studies
focusing on one or more of the larger arts-focused schools that would highlight current
resources, best practices and student impact possibly with current and former students would be
extremely beneficial. Expanding on this recommendation could be study whereby arts-focused
schools from different regions within the creative community of the Los Angeles region could be
compared to the innovative areas of the Northern California’s Silicon Valley which should shed
new light and more visibility for arts education.
Conclusion
As schools in the United States, especially in California, face a dilemma in complying
with high-stakes accountability measures bringing about more standardized tests of measured
basic skills in addition to shrinking education budgets, arts education has been detrimentally
affected. In this global economy where students need every advantage to be successful, the
DECREASING OFFERINGS OF ARTS EDUCATION 84
advantages of arts education must be emphasized. To participate in this 21
st
century economy
students must be provided with the learning skills and ways of thinking that arts education affords
in the area of creativity, self-expression, culture, imagination, diversity, multiple perspectives,
socialization, collaboration, and innovation. Without such experiences, as well as the significant
ability of arts education to transcend language and culture, students are severely limited in learning
and advancing. Given this, policymakers and educational stakeholders must encourage decisions
to maintain and/or increase arts education in all schools based on its life-changing benefits for all
students.

DECREASING OFFERINGS OF ARTS EDUCATION 85
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DECREASING OFFERINGS OF ARTS EDUCATION 90
Appendix
Arts-Focused High Schools in California
1) Alliance Media Arts and Entertainment Design High School
2) ARTLAB at Sonia Sotomayor Learning Academy
3) Asawa (Ruth) San Francisco School of the Arts
4) CHAMPS - Charter HS of Arts-Multimedia & Performing
5) City Arts and Tech High
6) Crawford Multimedia and Visual Arts
7) Crenshaw Arts-Technology Charter High
8) East Los Angeles Performing Arts Academy
9) Encore High for the Performing and Visual Arts
10) George Washington Carver School of Arts
11) Humanitas Academy of Art and Technology
12) Impact Academy of Arts & Technology
13) Inspire School of Arts and Sciences
14) L.A. County High School for the Arts
15) Los Angeles Academy of Arts & Enterprise
16) Los Angeles High School of the Arts
17) Marysville Charter Academy for the Arts
18) Oakland School for the Arts
19) The Orange County School of the Arts (OCSA)
20) Ramon C. Cortines School of Visual and Performing Arts
21) Renaissance High School for the Arts
22) San Diego MVP Arts
23) San Diego SCPA
24) School for the Visual Arts and Humanities
25) School of Arts and Enterprise
26) School of Communications, New Media and Arts
27) School of History and Dramatic Arts

Following are the 27 arts-focused high schools with overview, enrollment and ethnicity
information. In addition, each school has art concentrations numbered 1-9.
1-Drawing
2-Painting
3-Photography
4-Architecture
5-Conceptual Art
6-Literary Arts
7-Music
8-Theatre
9-Dance
DECREASING OFFERINGS OF ARTS EDUCATION 91
Alliance Media Arts and Entertainment Design High School
113 S. Rowan
Los Angeles, CA 90063
Website: http://www.alliancemediaartshs.org/apps/pages/index.jsp?uREC_ID=210386&type=d
Art Concentrations: 1,2,3,7,8
Overview:
The primary goal is to prepare students for success in college or a four-year university. The
theme of media arts and entertainment design promotes students’ interests and talents in the
technology and art of the media field and develops their understanding and skills in
entertainment design. Through media arts and design, students will discover their talents, define
their place in the world and determine how they can make a difference in the local and world
community. They are challenged to apply their skills and talents through digital photography,
film, animation, web design, broadcasting, music and graphic design, within the context of
making a difference in another’s life. Students will learn to apply media arts and design within
basic entertainment industry models. Student products will be guided and critiqued by experts
who have gone to college and had successful careers.

Student Enrollment
335

Student Ethnicity

Hispanic 97%
Two or more races 2%
American Indian/Alaska Native 0%
Asian 0%
Black 0%
Hawaiian Native/Pacific Islander 0%
White 0%

Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 92
ARTLAB at Sonia Sotomayor Learning Academics
2050 San Fernando Rd.
Los Angeles, CA 90065
Website: http://www.artlabhs.org/main
Art Concentrations: 1,2,3,7,8,9
Overview:
All ArtLAB students participate in interdisciplinary arts-integrated, project-based curriculum
where they are continuously engaged in acts of intentional cognition; understand their unique
experiences within the context of enduring ideas; and are empowered to express new ideas and
venture into uncharted artistic and intellectual territory.

Student Enrollment
289

Student Ethnicity

Hispanic 88%
Filipino 5%
American Indian/Alaska Native 0%
Asian 2%
Black 3%
Hawaiian Native/Pacific Islander 1%
White 1%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 93
Ruth Asawa San Francisco High School of the Arts
555 Portola Drive
San Francisco, CA 94131
Website: www.sfsota.org
Art Concentrations: 1,2,3,4,7,8,9
Overview:
Young artists at School of the Arts study to understand the history and tradition of their art
forms, to learn and practice their techniques, and to find ways to collaborate and work with
others. They learn that art comes from within and requires effort to achieve, whether this
involves designing and building a stage set, writing and acting in a play, directing, filming and
editing a digital video, learning vocal technique and singing in a choral group, leaping lightly in
a modern dance, rehearsing in an orchestra or band, playing a complex piano piece, or painting /
sculpting a personal vision. Renamed the Ruth Asawa San Francisco School of the Arts in 2010,
we honor one of San Francisco's world-renowned artists, and original founder of this high school
of the arts.
Student Enrollment
637

Student Ethnicity

Hispanic 14%
Two or more races 6%
American Indian/Alaska Native 0%
Asian 30%
Black 6%
Hawaiian Native/Pacific Islander 1%
White 42%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 94
CHAMPS - Charter HS of Arts-Multimedia & Performing
6842 Van Nuys Boulevard
Van Nuys, CA 91405
Website:http://www.champscharter.org/apps/pages/index.jsp?uREC_ID=136993&type=d&pRE
C_ID=462929
Art Concentrations: 1,2,3,4,6,7,8,9
Overview:
Charter High School of Arts-Multimedia and Performing (CHAMPS) is an independent public
charter high school offering small arts-infused academic classes including honors and advanced
placement, as well as comprehensive academies for liberal arts, dance, drama, film, music,
digital arts and robotics. Students come from diverse backgrounds and a wide geographic area
from within the San Fernando Valley and various parts of Los Angeles County. CHAMPS is
unique in the greater Los Angeles community of private and public high schools because of its
competitive college preparatory curriculum, wide selection of arts specialties and electives in
concert with small academic classes. These offerings are designed to enhance the educational
experience of every student, as well as advance the skills of those training in a specific art form.
Students enrolled in the arts academies’ curricula train up to 20 hours per week honing their
talents and skills, in addition to handling a rigorous academic regimen.

Student Enrollment
940

Student ethnicity

Hispanic 21%
Two or more races 7%
American Indian/Alaska Native 1%
Asian 2%
Black 7%
Hawaiian Native/Pacific Islander 1%
White 63%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 95
City Arts and Tech High
325 La Grande Ave.,
San Francisco, CA 94112
Website: http://www.es-cat.org/
Art Concentrations: 1,2,3,4
Overview:
City Arts and Tech High (CAT) teachers use art and technology as tools for expression and
engagement in the classroom; it’s woven into all aspects of what they teach. A student might use
art to demonstrate understanding of principles or geometry, or create a video on iMovie to show
what they have learned in Social Studies. We also offer several extra-curricular arts and
technology classes.
At CAT, students in the 9th grade take a full year of Digital Media Arts (DMA) where they learn
to use Photoshop, iMovie, and other digital applications. As 10th graders, students are enrolled
in a full year of traditional visual arts, and as seniors they have the opportunity to take an
advanced visual arts course. New this year, students in the upper division grades (11th & 12th)
will have the opportunity to enroll in an online elective course in our new FlexLab. We are
hoping that by expanding our offering of electives, students will have even more flexibility to
pursue deeper learning and understanding in areas of personal interest.

Student Enrollment
419

Student ethnicity

Hispanic 49%
Two or more races 3%
American Indian/Alaska Native 1%
Asian 11%
Black 21%
Hawaiian Native/Pacific Islander 1%
White 16%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 96
Crawford Multimedia and Visual Arts
4191 Colts Way
San Diego, CA 92115
Website: http://old.sandi.net/mvas/
Art Concentrations: 1,2,3
Overview:
Multimedia and Visual Arts School (MVAS) at Crawford Educational Complex was created in
2004 as a small school, providing a personal approach to learning. With approximately 400
students, MVAS offers a climate of empowerment, collaboration, and mutual respect with a
technical twist. At MVAS, students test their imagination using multimedia and visual arts to
express their creativity. Along with a core curriculum, students also explore the world of
technology by designing web pages, learning video production, and creating graphic arts.

Student Enrollment
345

Student ethnicity

Hispanic 53%
Two or more races 1%
American Indian/Alaska Native 0%
Asian 25%
Black 18%
Hawaiian Native/Pacific Islander 0%
White 4%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 97
Crenshaw Arts-Technology Charter High
4120 11th Ave.,
Los Angeles, CA 90008
Website: http://www.catchhighschool.com/mission-vision/
Art Concentrations: 1,2,3,7,8,9
Overview:
Crenshaw Arts/Tech Charter High (C.A.T.C.H.) is a charter high school within the Los Angeles
Unified School District (L.A.U.S.D.). that has a mission to foster critical thinking and the
development of his or her artistic talents, interests, and learning ability. We believe our primary
responsibility is to develop a learning environment that incorporates the arts, computer
technology, and real-life experiences in the community so that our students feel a practical
purpose exists for their education. The foundation of our program is to educate youth through
community-based and inclusive partnerships between students, teachers, parents, and business-
owners. This approach addresses students as living, spiritual, active members of the community,
giving them a place to contribute to society at large.

Student Enrollment
269

Student ethnicity

Hispanic 7%
Two or more races 1%
American Indian/Alaska Native 0%
Asian 1%
Black 89%
Hawaiian Native/Pacific Islander 1%
White 1%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 98
East Los Angeles Performing Arts Academy at Esteban E. Torres High No. 1
4211 Dozier Street
Los Angeles, CA 90063
Website: http://elapaa-lausd-ca.schoolloop.com/
Art Concentrations: 7,8,9
Overview:
The mission of the East Los Angeles Performing Arts Academy is to develop creative,
contributing members of society through a standards-based curriculum featuring rigorous
interdisciplinary instruction that is rich in the performing arts. Our school is an exciting place to
get ready for college, to learn about music, dance and theatre, and to explore careers in Los
Angeles' creative economy. Start your journey to achievement with students who learn by
singing as well as by writing essays, who can program the light board for a Shakespeare play in
addition to taking tests, and who can use dance to demonstrate concepts in trigonometry.

Student Enrollment
480

Student Ethnicity

Hispanic 98%
Two or more races 0%
American Indian/Alaska Native 0%
Asian 1%
Black 1%
Hawaiian Native/Pacific Islander 0%
White 1%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 99
Encore High for the Performing and Visual Arts
16955 Lemon Street
Hesperia, CA 92345
Website: http://encorehighschool.com/index.php
Art Concentrations: 1,2,3,4,6,7,8,9
Overview:
The mission of Encore High for the Performing and Visual Arts is to provide a creative,
challenging and nurturing environment that offers students innovative preparation for a
University education and pursuit of the arts. Graduates of Encore have continued on to four-year
universities, colleges and the military. First opened in August 2008, Encore has developed a
balance of a strong academic education with an amazing arts program that includes music,
drama, dance, visual arts, technical arts, and creative writing. Encore is a free public school open
to all students grades 7-12 and offers classes for young artists from beginning to advanced.

Student Enrollment
454

Student Ethnicity

Hispanic 39%
Two or more races 2%
American Indian/Alaska Native 1%
Asian 3%
Black 7%
Hawaiian Native/Pacific Islander 0%
White 47%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 100
George Washington Carver School of Arts
10101 Systems Parkway
Sacramento, CA 95827
Website: http://carverartsandscience.org/
Art Concentrations: 1,2,3,7,8,9
Overview:
At Carver, the curriculum is rigorous; academic classes emphasize the development of
independent investigation, critical thinking, and applied academic and creative skills that Carver
students will later use to contribute to their community. To achieve this vision, we will engage
all students in developing 21st Century Skills--critical thinking and creative problem solving
skills--in an integrated and rigorous college-preparatory curriculum that integrates the arts and
environmental stewardship. Ultimately, through the course of four years at Carver, each student
will find his/her own unique path towards becoming intelligent, self-confident, and socially
responsible individuals. Our students will have the skills and knowledge to address the question:

Student Enrollment
288

Student Ethnicity

Hispanic 22%
Two or more races 8%
American Indian/Alaska Native 1%
Asian 6%
Black 6%
Hawaiian Native/Pacific Islander 1%
White 56%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 101
Humanitas Academy of Art and Technology at Esteban E. Torres High No. 4
4211 Dozier Street
Los Angeles, CA 90063
Website: http://www.laep.org/humanitas/
Art Concentrations: 1,2,3,4
Overview:
Humanitas Academy of Art and Technology (HAAT), part of the first new high school complex
built in East LA in 80 years, is a Title One school serving students from low income and
minority backgrounds. HAAT uses an arts-based, Humanitas instructional model that offers
students the opportunity to participate in challenging, interdisciplinary learning experiences
organized around relevant themes. Humanitas empowers students through project-based learning
that encourages critical thinking, writing and verbal skills, using art media as inspiration and
focus.

Student Enrollment
454

Student Ethnicity

Hispanic 98%
Two or more races 1%
American Indian/Alaska Native 0%
Asian 0%
Black 0%
Hawaiian Native/Pacific Islander 0%
White 1%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 102
Impact Academy of Arts & Technology
2560 Darwin Street
Hayward, CA 94545
Website: http://www.es-impact.org/
Art Concentrations: 1,2,3,7,8,9
Overview:
Impact Academy of Arts & Technology was founded on a simple idea: the achievement gap
reflects a systemic failure to understand how youth learn, what motivates them to learn, and what
they need in order to learn well. Impact Academy of Arts & Technology employs the best
practices of high school design along with an innovative model that emphasizes a rigorous
performance assessment system; real-world experience in workplaces; development of 21st
Century Leadership Skills; Project-based learning and integration of arts and technology into
core subjects.

Student Enrollment
460

Student Ethnicity

Hispanic 32%
Two or more races 1%
American Indian/Alaska Native 1%
Asian 3%
Black 35%
Hawaiian Native/Pacific Islander 0%
White 23%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 103
Inspire School of Arts and Sciences
901 Esplanade
Chico, CA 95926
Website: www.inspirecusd.org/
Art Concentrations: 1,2,3,4,7,8,9
Overview:
Inspire students enjoy a rigorous academic program that offers honors and AP options across its
curriculum, a comprehensive, diverse, and professionally-driven Performing and Visual Arts
Program that provides students with opportunities to develop and showcase their talents in
national-quality performance venues, and a Science/Technology/Engineering Program, called
Project Lead the Way, that emphasizes our relationship with our local and global environment.

Student Enrollment
245

Student Ethnicity

Hispanic 9%
Two or more races 1%
American Indian/Alaska Native 2%
Asian 3%
Black 5%
Hawaiian Native/Pacific Islander 0%
White 81%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 104
L.A. County High School for the Arts
5151 State University Drive
Los Angeles, CA 90032
Website: www.lachsa.net
Art Concentrations: 1,2,3,4,6,7,8,9
Overview:
Founded in 1984, the public, tuition-free school offers both college preparatory courses and
conservatory style training. Though it shares facilities with the university, the two schools'
activities are usually separate. It is operated by the Los Angeles County Office of Education.
LACHSA maintains a unique affiliation with International Polytechnic High School, which is
also run by LACOE. The school specializes in the training of music, theater, dance, visual arts,
and film. It is one of two arts high schools in Los Angeles that allows students from any district
within Los Angeles County to attend, the other being Charter High School of the Arts in Van
Nuys. Acceptance into the school is based on an audition process for the approximately 130
spots available for incoming students, about 90% of whom are freshman. LACHSA has four
departments, Dance, Music, Theater, and Visual Arts, with sub-departments that any student may
participate in, such as musical theater and film. The Music Department has the most students,
followed by the Theater Department, Visual Arts and Dance.

Student Enrollment
615

Student Ethnicity

Hispanic 25%
Two or more races 2%
American Indian/Alaska Native 1%
Asian 13%
Black 12%
Hawaiian Native/Pacific Islander 1%
White 47%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 105
Los Angeles Academy of Arts & Enterprise
600 South La Fayette Park Place
Los Angeles, CA 90057
Website: http://www.laaae.org/
Art Concentrations: 1,2,3,7,8,9
Overview:
Our mission is to prepare students for leadership in the arts and business, where creativity,
academic knowledge and financial literacy are essential for success. We are developing a
generation of diverse, educated, compassionate leaders in the arts and business by providing a
dynamic, innovative education that integrates the four lenses of learning: Academics, Arts,
Enterprise, and Personal Growth.

Student Enrollment
410

Student Ethnicity

Hispanic 98%
Two or more races 0%
American Indian/Alaska Native 0%
Asian 1%
Black 1%
Hawaiian Native/Pacific Islander 0%
White 0%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 106
Los Angeles High School of the Arts
701 S. Catalina Street, A414
Los Angeles, CA 90005
Website: http://lahsa-lausd-ca.schoolloop.com/about
Art Concentrations: 7,8,9
Overview:
Performing arts are the core of the school based on the underlying belief that the arts are one of
humankind's most visual and essential forms of communication, and if we do not educate our
children in the symbolic language of the arts, we will lose not only our culture and civility, but
our humanity as well. Traditionally, the arts have been secondary to the standard academic
curriculum; our school, however, creates a curriculum that centers primarily on the performing
arts. Our academic core courses are driven by the performing arts. We believe, and are
supported in these beliefs by studies that have proven, that the arts enhance students' self-
concepts, communication skills and performances in academic disciplines and improves attitudes
towards and perceptions of other cultures and raise scores on standardized assessment tests.

Student Enrollment
412

Student Ethnicity

Hispanic 89%
Two or more races 0%
American Indian/Alaska Native 3%
Asian 7%
Black 3%
Hawaiian Native/Pacific Islander 0%
White 0%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 107
Marysville Charter Academy for the Arts
1917 B Street
Marysville, CA 95901
Website: http://mjusdcharter.ss4.sharpschool.com/
Art Concentrations: 1,2,6,7,9
Overview:
The Marysville Charter Academy for the Arts is a seventh through twelfth grade site-based
school whose primary mission is to integrate the creative arts throughout the curriculum. The
Academy accomplishes this mission by providing students with a college preparatory curriculum
that is infused with artistic themes and activities. In addition, students are offered specialized
performing and fine arts classes in vocal and instrumental music, dance, drama, musical theater,
painting, drawing, creative writing, and multi-media.

Student Enrollment
335

Student Ethnicity

Hispanic 19%
Two or more races 8%
American Indian/Alaska Native 5%
Asian 4%
Black 5%
Hawaiian Native/Pacific Islander 1%
White 58%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 108
Oakland School for the Arts
530 18th Street
Oakland, CA 94612
Website: http://www.oakarts.org/
Art Concentrations: 1,2,6,7,8,9
Overview:
Oakland School for the Arts is a college preparatory, arts middle and high school. The school
was a major focus of former Oakland Mayor and present Governor Jerry Brown. Currently,
there are nine emphases at Oakland School for the Arts: Dance, Digital Media, Instrumental
Music, Literary Arts, Theatre, Vocal Music, Visual Arts, Circus Arts, and Production Design.

Student Enrollment
501

Student Ethnicity

Hispanic 12%
Two or more races 24%
American Indian/Alaska Native 0%
Asian 4%
Black 35%
Hawaiian Native/Pacific Islander 1%
White 25%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 109
Orange County School of the Arts
1010 North Main Street
Santa Ana, CA 92701
Website: http://www.ocsarts.net/
Art Concentrations: 1,2,6,7,8,9
Overview:
The Orange County School of the Arts (OCSA) provides a creative, challenging and nurturing
environment that offers bright and talented students unparalleled preparation for higher
education and a profession in the arts.

Student Enrollment
1253

Student Ethnicity

Hispanic 22%
Two or more races 9%
American Indian/Alaska Native 0%
Asian 16%
Black 1%
Hawaiian Native/Pacific Islander 0%
White 49%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 110
Ramon C. Cortines School of Visual and Performing Arts
450 North Grand Ave.
Los Angeles, CA 90012
Website: http://central-lausd-ca.schoolloop.com/
Art Concentrations: 1,2,3,4,6,7,8,9
Overview:
The Ramon C. Cortines School of Visual and Performing Arts offers the highest caliber of
academic and arts education while providing students opportunity to access the rich cultural
vibrancy of the Los Angeles arts community.

Student Enrollment
1089

Student Ethnicity

Hispanic 70%
Two or more races 0%
American Indian/Alaska Native 0%
Asian 5%
Black 10%
Hawaiian Native/Pacific Islander 1%
White 8%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 111
Renaissance High School for the Arts
235 East Eighth Street
Long Beach, CA 90813
Website: http://lbrhsa.schoolloop.com/
Art Concentrations: 1,2,7,8,9
Overview:
Educate all students to be critical thinkers, effective communicators, and responsible
citizens. Students will accomplish these by effective teacher instruction, strategic interventions,
and stakeholder support that promote success in an accelerated arts and academic pathway.

Challenge all students daily to meet high academic and artistic standards, and graduate
artists who are prepared to succeed in college and possess marketable professional
skills. Renaissance Arts provides students with both a challenging visual, performing arts
program and a rigorous college preparatory curriculum.

Student Enrollment
487

Student Ethnicity

Hispanic 43%
Two or more races 0%
American Indian/Alaska Native 0%
Asian 3%
Black 32%
Hawaiian Native/Pacific Islander 1%
White 19%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 112
San Diego MVP Arts
1405 Park Boulevard
San Diego, CA 92101
Website: http://www.sandi.net/domain/2751
Art Concentrations: 1,2,3,7,8,9
Overview:
Media Visual Performing Arts - School of the Arts was formed in 2006 when San Diego High
School separated into 6 schools. The focus at Arts is to gain a well-balanced education including
a variety of courses in the realm of arts such as Orchestra, Band, Mariachi, Drawing, Painting,
Drama/Acting, Web Design, Culinary Arts, and Broadcast Journalism. Students attending the
School of Arts can expect to graduate prepared to attend college or enter the work place.

Student Enrollment
460

Student Ethnicity

Hispanic 81%
Two or more races 2%
American Indian/Alaska Native 0%
Asian 1%
Black 8%
Hawaiian Native/Pacific Islander 0%
White 8%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 113
San Diego SCPA
2425 Dusk Dr.
San Diego, CA
Website: http://www.sandi.net/scpa
Art Concentrations: 1,2,3,6,7,8,9
Overview:
The San Diego School of Creative and Performing Arts (SCPA), is dedicated to providing a
challenging interdisciplinary curriculum, which inspires academic and artistic excellence for a
culturally diverse population. The school is committed to a personalized atmosphere of self-
esteem, respect, enthusiasm and cooperation.

Student Enrollment
968

Student Ethnicity

Hispanic 36%
Two or more races 3%
American Indian/Alaska Native 0%
Asian 23%
Black 17%
Hawaiian Native/Pacific Islander 1%
White 20%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 114
Los Angeles School for the Visual Arts and Humanities
701 South Catalina Street
Los Angeles, CA 90005
Website: http://www.rfkcommunityschools.org/cms/page_view?d=x&piid=&vpid=13110839188
40
Art Concentrations: 1,2,3,4,6,7,8,9
Overview:
School for the Visual Arts and Humanities (SVAH) enables students to reach their creative and
academic potential through a rigorous college preparatory education anchored in the arts.
Students develop self-expression through a four-year sequence of courses, hands-on experiences
(i.e. arts internships at MOCA and LACMA, fieldtrips, and exposure to the art world. Courses in
Western and world civilizations connect classes to local and global events, while Advanced
Placement and college courses combined with annual visits to public and private colleges
prepare students to access and succeed in higher education.

Student Enrollment
435

Student Ethnicity

Hispanic 85%
Two or more races 1%
American Indian/Alaska Native 0%
Asian 11%
Black 1%
Hawaiian Native/Pacific Islander 0%
White 1%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 115
School of Arts and Enterprise
295 North Garey Ave.
Pomona, CA 91767
Website: http://www.thesae.k12.ca.us/
Art Concentrations: 1,2,3,7,8,9
Overview:
The School of Arts and Enterprise (SAE) has a passion for academics and the arts; a high school
that has a distinguished history of producing talented, creative individuals who pursue life with a
fervent desire to make a difference, a high school established in 2003 that was the first visual and
performing high school in Pomona, California. The SAE offers a college preparatory academic
program for grades 9-12. The artistic focus is in business, visual arts and performing arts. The
interdisciplinary studies in which the students participate enable them to benefit from both the
arts and the academics.

Student Enrollment
650

Student Ethnicity

Hispanic 63%
Two or more races 21%
American Indian/Alaska Native 0%
Asian 1%
Black 8%
Hawaiian Native/Pacific Islander 0%
White 6%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 116
School of Communications, New Media and Technology At Roosevelt
456 South Matthews St.
Los Angeles, CA 90033
Website: http://www.rooseveltlausd.org/
Art Concentrations: 3,6,7,8
Overview:
The overall mission is to provide a stable, safe, nurturing environment with access to resources
for lifelong learning. Basic tenets include objectives to encourage all members to realize their
full potential through risk-taking, critical thinking, problem solving, and effective
communication; integrate technology throughout the learning community; promote individual
and community responsibility, respect for diversity, and global awareness; establish and maintain
high expectations and standards for all community members and value parent involvment and
encourage a dynamic, reciprocal relationship with the community at large.

Student Enrollment
424

Student Ethnicity

Hispanic 100%
Two or more races 0%
American Indian/Alaska Native 0%
Asian 0%
Black 0%
Hawaiian Native/Pacific Islander 0%
White 0%
Source: NCES, 2012-2013

DECREASING OFFERINGS OF ARTS EDUCATION 117
School of History and Dramatic Arts at Sonia Sotomayor Learning Academies
2050 San Fernando Rd.
Los Angeles, CA 90006
Website https://sohda-lausd-ca.schoolloop.com/Mission_and_Vision
Art Concentrations: 3,6,7,8,9
Overview:
The School of History and Dramatic Arts will be an environment in which skilled and caring
adults prepare future generations of capable and motivated professionals and community leaders
by making connections between learning, arts, careers, and life. An in-depth study of history will
develop an expansive perspective that will encourage local action and global citizenship. A study
of historical context will also enrich our students’ understanding of dramatic arts. The intensely
cooperative nature of theatre and film production will develop the collaborative abilities that
colleges and employers seek. This will also help students develop effective and creative
communication skills. Our goals are to advance college and career preparedness, foster creative
expression, and cultivate community engagement.

Student Enrollment
279

Student Ethnicity

Hispanic 86%
Two or more races 0%
American Indian/Alaska Native 0%
Asian 3%
Black 2%
Filipino 4%
White 5%
Source: NCES, 2012-2013

Abstract (if available)

Abstract Public schools in the United States, especially in California, face a dilemma in complying with high-stakes accountability measures while providing arts education. This study sought to examine California arts-focused schools that incorporate all core subjects, arts education in particular, into classroom instruction. The aim was to assess both the extent to which varied groups have access to an enriched arts curriculum and the differences between arts-focused schools and other schools. The research questions aimed to identify the practices, strategies, and resources the arts-focused schools implement to sustain the arts as well as to describe the perceived impact of arts education on school culture and population. ❧ This quantitative study used data from existing databases to reveal arts education delivery by examining and comparing the 27 arts-focused schools in California with the total number of schools in the state. The results reveal that access to rich arts education increased since 2003, to 27 arts-focused high schools, but these generally have smaller enrollment and tend to be charter schools. Further, as it relates to API, an arts-focused school can put great emphasis on arts education and, at the same time, have achievement test scores comparable to those of traditional schools. In addition, access to arts-focused schools is not dependent on Title 1 status. Arts education is predominantly equally accessible among ethnic groups. ❧ This study can enhance educators’ and policymakers’ understanding regarding the characteristics of arts-focused schools that soundly embraced arts education. Further, the findings may also encourage decisions to maintain and/or increase arts education in all schools based on its benefits and the progress made by arts-focused schools.

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Asset Metadata

Creator O’Daniel, Damon (author)

Core Title The decreasing offerings of arts education: a cause for concern being addressed by 27 California high schools

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 02/01/2016

Defense Date 08/11/2015

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag arts curriculum,arts education,arts-focused schools,California,OAI-PMH Harvest,public high schools,school culture

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Baca, Reynaldo (committee chair), Fischer, Linda (committee member), Green, Alan G. (committee member)

Creator Email damon.odaniel@gmail.com,odaniel@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c40-205091

Unique identifier UC11277053

Identifier etd-ODanielDam-4074.pdf (filename),usctheses-c40-205091 (legacy record id)

Legacy Identifier etd-ODanielDam-4074.pdf

Dmrecord 205091

Document Type Dissertation

Format application/pdf (imt)

Rights O’Daniel, Damon

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA