Over the past four years, more than 56,000 graduates from 239 different high schools, colleges, and universities have participated in this project. The 2012 report focuses on survey findings from the 2011 fall administration. To our knowledge, SNAAP is the single largest database on the educational backgrounds and careers of graduates of arts-intensive training programs. As you’ll see, some of the findings are counter-intuitive in terms of employment rates and satisfaction, results that have been consistent over the years.
Arts Education/Youth
Arts Education Field Guide
The Ecosystem of Partners, Players, and Policymakers in the Field of Arts Education — it takes a village to provide a well-rounded education to every child. Use our new tool, The Arts Education Field Guide, to find the connections and partnerships that will strengthen arts education in your community.
Improving the Assessment of Student Learning in the Arts
The NEA commissioned WestEd to examine current trends, promising techniques, and successful practices being used to assess student learning in the arts throughout the country, as well as identify potential areas in which arts assessment could be improved. Although the original intent of the study was to identify strong models of assessment practices that could serve as examples for possible replication, the study found that such models were not available and are in fact a need of the field. Thus, this report provides a description of the current state of arts assessment, including a review of the high-quality literature available, common practices being used to assess student learning, and needs of the field to improve arts assessment.
The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies
The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies examines arts-related variables from four large data sets–three maintained by the U.S. Department of Education and one by the Department of Labor–to understand the relationship between arts engagement and positive academic and social outcomes in children and young adults of low socioeconomic status (SES). Conducted by James Catterall, University of California, Los Angeles, et al., the analyses show that achievement gaps between high- and low-SES groups appear to be mitigated for children and young adults who have arts-rich backgrounds.
ON DEMAND WEBINAR: Building Parent Involvement in Schools through the Arts
If schools are to succeed in reaching every child academically, they need the support of a parent or primary caregiver to achieve this goal. This session will discuss the body of research that demonstrates how the arts can engage families in schools and discuss key strategies that are currently working in both public and charter schools.
Speakers include:
- Michael Sikes, Senior Associate for Research and Policy, the Arts Education Partnership, Washington D.C. and author of “Building Parent Involvement through the Arts” (2007)
- Sarah Ogeto , Program Coordinator, Illinois Parent Information Resource Center at Columbia College Chicago
- Joanne Vena, Director of School Partnerships, Center for Community Arts Partnerships, Columbia College Chicago
- Angela Fowler, PIRC Program Manager, Harris Center for Early Childhood Education, Columbia College Chicago
Changing relations: Class, education and cultural capital
–Analysis of survey data on Norwegian students social recruitment and cultural habits in 1998 and 2008.
–Particular emphasis on the attitudes and knowledge in regard to music, literature and television shows.
–A major decline in interest in and knowledge of most forms of traditional legitimate culture is found.
–Legitimate culture is thus marginalized in one sense, but also increasingly linked to privileged social backgrounds.
