The arts provide a unique opportunity for special education students to shine in the classroom. There are new, unique expectations for all students, which levels the playing field for students with special needs.

Teachers report that the arts introduce students to new ways of learning, increase students’ motivation to learn, and increase opportunities for self-expression, all of which can lead to improved academic performance in other subject areas.

Students participating in the Artists-in-Schools program were less likely to be absent from school or late to class, when compared with students that did not receive the program.

Findings across multiple years show that more students that participated in Artists-in-Schools became proficient in mathematics over the course of the program, as measured by standardized test scores.

Teacher action research shows that by emphasizing modeling, rehearsal and repetition, the performing arts are particularly effective in improving language comprehension, self-confidence and critical thinking skills of English Language Learners.

Throughout their involvement in the Artists-in-Schools program, special education teachers were more likely to observe a positive impact from the performing arts on their students’ classroom behavior compared with general education teachers.

Cognitive and social development is accelerated through the arts; students interact with their peers in a structured environment that encourages critical thinking.

Ensuring Educational Equity for All Students through the ArtsFindings from the Performing Arts Workshop’s Arts Residency Interventions in Special Education (ARISE) Research Study

Teachers, parents, arts advocates and special education advocates express concern that special education students receive limited access to the arts compared to gen-eral education students caused in part by systemic practices, such as scheduling support services during arts education classes. The findings below come from a four-year, rigorous research study conducted by the Performing Arts Workshop to examine how special education students benefit from arts learning. This research study compared academic, social, behavioral and emotional outcomes of special education and general education students receiving the Performing Arts Work-shop’s Artists-in-Schools program with those who did not receive the program. Our findings reinforce evidence from other educational research that has demonstrated the arts to be a powerful tool in improving student learning, especially for those students traditionally at-risk for academic failure.1 2

“Some of the kids that have a more difficult time in class, they’re the ones that find success in theatre arts. It is a great confidence booster for them; they shine. I have seen a couple of them really blossom through the theatre arts program, and that is transferring to the classroom. They have the opportunity to have that kind of artistic expression, and then get recognized for it. It is a great boost for them.”- Elementary school teacher, San Francisco public schools

KEY FINDINGS

www.PerformingArtsWorkshop.org

Increased Math Proficiency

Artists-in-Schools Program Partcipants’ Math Proficiency

2% from 2007 to 2009

compared to 2% decrease in math proficiency from 2007 to 2009 of non-participants

“[The artist] worked on control

with [the students]. There are

some kids in my class that have

a lot of trouble just sitting in

a chair. So he did a lot of work

with them on appropriate

ways to use their bodies, and

how they can be aware of their

bodies and control them a

little better, which definitely

supports their academics.”

- Elementary school teacher, San Francisco public schools

Be diligent in your support for the arts within the reauthorization of the Elementary and Secondary Education Act as well as in budgeting for the U.S. Department of Education and National Endowment for the Arts! The arts are a primary pathway for increasing students’ 21st century learning skills including critical thinking, collaboration and problem-solving skills.

High standards are established and used in delivering quality arts education experiences, for all students

The arts are addressed in education policies by including the arts as a core subject, requiring arts educators to have strong qualifications, and expecting students to achieve competency in the arts through relevant performance-based assessments

Funding is secured for arts education and not considered optional; too often the arts are the first subject at risk of being cut whenever there is a funding shortfall

Arts education benefits students when:

Call to Action

The report draws on findings from a four-year study funded largely through the U.S. Department of Education’s Arts in Education Model Development and Dissemination (AEMDD) Grants Program. Between 2006 and 2010, a quasi-experimental study was conducted among five treatment schools receiving the Artists-in-Schools program and three matched comparison schools that did not receive the program. In total, 54 teach-ers and 1,583 third, fourth and fifth grade students participated in the study. Data was collected through the following methods:

surveys of students, teacher and artists; teacher action research projects; focus groups of teachers and artists; classroom observations; and school administrative records and standardized test scores.

Statistical tests verified that there were significantly improved outcomes among stu-dents that received the Artists-in-Schools program. Qualitative data help us under-stand context and the implications of those outcomes. Annual evaluation reports from this study are published at www.issuelab.org, and a final report with cumulative find-ings will be available in December 2010.

1 Catterall, James. Critical Links Learning in the Arts and Student Social and Academic Development. United States Department of Education, National Endowment for the Arts. 2002. Available at: http://www.aep-arts.org/publications/info.htm?publication_id=10

2 Catterall, James. Doing well and doing good by doing art. I-Group Books. Los Angeles, CA. October 2009. Available at: http://www.gseis.ucla. edu/faculty/files/catterall/DWDG.Info.package.pdf

Methodology

www.PerformingArtsWorkshop.org

Higher School Attendance Rates

Paricipants Non-participants

2008 Artists-in-Schools Program

% days absent 2.9% 3.3%

% days tardy 1.3% 4.5%