Arts & Education
An analysis of the impact of an arts education curriculum on K-12 academic performance in Pennsylvania
Overview
Arts classes, art programming, and access to creative outlets all determine a student's success in other areas of academia. Not only is it imperative for students to retain competency in the arts for cultural and creative reasons, but a well-rounded arts education benefits other learning areas. Other subjects like math, science, and engineering all benefit from a creative mind. Creative thinking in art classes leads to creative problem-solving and the development of positive communication skills outside the classroom.
In recent years, we've seen the evolution of the "STEM" acronym (science, technology, engineering, and math) into "STEAM," signifying the inclusion of art in a complete and well-rounded education. Upon further analysis using publically accessible academic performance datasets, we can draw concrete comparisons between student test scores and the inclusion of arts in the academic curriculum. "Arts" may include courses like music, theatre, drawing, painting, ceramics, and other subjects that traditionally fall into "artistic" categories by public opinion. Some studies also include courses like creative writing and art history in the "art" category as well.
For purposes of this analysis, studies included also define the arts within these bounds unless otherwise stated.
STEM to STEAM
As outlined by a study conducted at the University of San Diego, "practices such as modeling, developing explanations and engaging in critique and evaluation (argumentation), have too often been underemphasized in the context of math and science education," emphasizing a need for an arts inclusion in the acronym and the general educational sphere ("Why STEAM is so important," University of San Diego). The letter "A" promotes themes of curiosity and creativity in STEM pursuits, especially in addressing educators' attitudes toward teaching these more creative aspects of education.
The official acronym change was officiated in 2012 by the United States National Research Council who proposed it as an updated form of teaching K-12 education ("From STEM to STEAM," Frontiers).
Free image retrieved on Pexels.
Free image retrieved on Pexels.
Implications
As we see the arts become more widely recognized as a signifier of future success in students, we draw correlations between its integration and quantifiable measures of student success. A typical measurement may insinuate just test scores, but other areas are quantifiable as well, such as the number of students enrolling in art classes year after year and quantifiable measures of increased social skills.
"The liberal arts add the ‘who & why’ to the ‘what & how’ of STEM."
As a response to these data points, we continue to implement aspects of creativity as a measure of success and necessary instruction in K-12 schools across the state.
Today's Public Policy on K-12 Art Education
Arts Education Standards
In 2021, the Commission on the Arts came out with the following recommendations for arts implementation in America's schools. The adoption of these practices was advocated for by the Commission itself and arts educators nationwide. The six recommendations encourage advocacy for arts programming at local and federal levels.
1) Make the Arts an Important Part of Every Child's Education
Educators are encouraged to offer a diverse set of arts classes, including arts among the core distribution requirements.
2) Elevate the Role of Arts through Data, Research, and Accountability
At all district levels. Arts careers and endeavors should be incorporated into the range of outcomes schools cultivate.
3) Ensure Arts Education Funding is Adequate and Equitable
Ensuring funding is received through substantial economic support for public education and adequate funding at the state and local levels.
4) Recruit, Develop, and Support Arts Educators
Support key groups by establishing policy and funding priorities that increase the availability of arts educators, especially those from underrepresented groups.
5) Foster Collaboration within the Arts Education Landscape
Foster through adequately and continuously funded arts-based school and community partnerships.
6) Restore Federal Leadership in the Arts
Restore leadership through increased funding, the reinstatement of the President’s Committee on the Arts and Humanities, and a national celebration of arts education.
Source: "Policy Recommendations," American Academy of Arts and Sciences.
A Breakdown of Current Enrollment in Arts Courses
In 2022, 67.3% of students in PA public, charter, and career and technical schools were enrolled in arts courses.
Statistic from ("Shapiro Administration...Pennsylvania Pressroom)
Differing Pennsylvania school districts will offer separate types of classes depending on funding, access to materials, and the availability of staff members. On a national level, 31 states out of the 50 states include art as a core academic subject in their required curriculum ("How to Find Stories in Art Education," Education Writers Association). Other measurements of arts inclusion, like this state-wide adopted curriculum, are up to the discretion of the local state government for implementation. In many areas, the decision of arts programming and classes is entirely up to a school district's governing bodies. Outlined best practices and recommendations can be provided at larger levels, but adoption is not mandatory. The National Core Arts Standards, developed by the National Coalition for Core Arts Standards (NCCAS) were adopted by more than one dozen states ("How to Find Stories in Art Education," Education Writers Association).
In analyzing a correlation between academic performance and enrollment in art classes, data regarding enrollment in these classes is necessary.
As observed below, the amount of K-12 students enrolled in at least one arts class steadily remains around 60% for the majority of Pennslyvania counties. The county with the largest percentage of arts-enrolled students is Dauphin County with a rate of about 83% of students being enrolled in arts courses.
Source for visual "Percentage of K-12 Students Enrolled in at Least One Arts Class": "Pennsylvania Arts Discipline/Source Exploration," Arts Education Data Project
Classes Offered by PA Schools
As likely expected, arts courses that address a variety of topics comprehensively are among those most commonly offered by Pennsylvania schools. Courses teaching more specific topics like animation, printmaking, and fiber/textile design appear far less frequently in survey data.
Source: "Pennsylvania Arts Discipline/Source Exploration," Arts Education Data Project
Source: "Pennsylvania Arts Discipline/Source Exploration," Arts Education Data Project
Source: "Pennsylvania Arts Discipline/Source Exploration," Arts Education Data Project
Data points appear similarly when we break down enrollment within these same offered courses, as shown. Minute numbers of students take the courses outlined above. Reasoning for the exclusion of certain arts class offerings in schools include lack of funding, staff, and the expense of materials needed. The quality of material given to students directly impacts the experience and final product. Should educational institutions be faced with providing materials difficult to work with or discontinuing the class, they will often choose the latter.
Music Classes & Programming
We observe similar trends to the general arts classes in music education.
First, viewing enrollment through a lens of school type; a traditional public school versus a charter school. Data is then separated by grade level. Here, we see a comparison between secondary schools (grades 9 through 12) and elementary schools (grades 6 through 8).
The vast majority of students not enrolled in art classes are represented by traditional public schools. Of this population, about half the recorded population is attending a secondary school where students typically have more freedom over their schedules. In cases where art courses are part of a mandatory curriculum, this mandated participation stops after the completion of elementary school. This theoretical conclusion may account for the drop in secondary school student enrollment in arts courses.
Data Visual Source: "Arts Education in Public Elementary...," National Center for Education Statistics.
So how does enrollment compare to academic achievement?
Data and recorded test scores on local and federal levels suggest that art education affects both standardized test scores and student dropout rates.
"Arts Education Effect on SAT Scores" Source Data from ("2016 College-Bound Seniors...," CollegeBoard)
As closely measured by organizations like Americans for the Arts and The College Board, participation in arts courses has long had an impact on student SAT scores. In all categories, Writing, Reading, and Math, those students who participated at least one year in arts courses demonstrate a significant advantage over those who don't.
In 2016 and subsequent years, we observed at least a 148-point difference in SAT scores between students who participated in less than half a year in arts courses and those who participated four years. Broken down categorically, the greatest gap is seen in the Reading section with a difference of 56 points.
Enrollment in arts courses also correlates to a decrease in dropout rates in high schools across the United States.
According to collected data by Americans for the Arts, involvement in art classes directly "improves academic skills essential for reading and language development, and advances students' motivation to learn" ("Students with High Levels of..," Americans for the Arts).
Data Source for "Student Dropout Rates" from ("Students with High Levels of...," Americans for the Arts)
Student Dropout Rates
American Public Art Opinion Polls
Public Opinion
The measure of public support and advocacy for arts education implementation is one of the most important factors in ensuring arts funding is available to educators.
One of the most comprehensive studies conducted on American attitudes toward art education is curated by Americans for the Arts, an organization dedicated to maximizing the impact of the arts in The United States.
In the most recent survey, conducted in 2018, only 64% of Americans believe the arts make them a more creative person. Countered by a more positive statistic, 94% of Americans believe students should receive an education in the arts in elementary school, middle school, and high school.
Free image retrieved on Pexels.
Free image retrieved on Pexels.
Graphic Source: "What Americans Think about the Arts," Americans for the Arts
Looking into more recent years, statistics that once looked negatively on arts education are rising gradually, mirroring a heightened positive public opinion.
Graphic Source: "What Americans Think about the Arts," Americans for the Arts
In 2018, only 37% of Americans indicated they would vote for a candidate who supports an increase in arts spending.
Statistic from Graphic Source: "What Americans Think about the Arts," Americans for the Arts
Some of these statistics may seem surprising, but there is always more work and advocacy to be done on behalf of arts education and accessibility. As individuals, we can make our needs heard at various levels of government. To ensure the arts continue to thrive and students retain access to arts resources and courses, you can make a difference by advocating on local, state, and federal levels.
How Can I Get Involved?
Arts Advocacy Day
On a state level, Pennslyvania holds several arts advocacy events. In 2023, PA's Art Advocacy Day is April 26th. Contact your local legislator and express support for increases in arts funding and arts percentage allocations of the local governing body budget.
Contact your Congress Members
Resources are available in a free and online format which assists individuals in making a difference democratically. The National Arts Education Association provides one such tool, an Advocacy Toolkit.
Sources
2016 college-bound seniors total group profile report. Accessed December 7, 2023. https://reports.collegeboard.org/media/pdf/2016-total-group-sat-suite-assessments-annual-report.pdf.
Altavena, Lily. “Arts Education: Who Has Access in Public Schools?” ewa.org, April 21, 2023. https://ewa.org/how-to-cover-the-story/arts-education-who-has-access-in-public-schools#:~:text=While%20schools%20are%20funded%20in,courses%2C%20like%20English%20and%20math.
Arts education in public elementary and secondary schools: 1999–2000 ... Accessed December 7, 2023. https://nces.ed.gov/pubs2012/2012014rev.pdf.
Lathan, Joseph. “Why Steam Is so Important to 21st Century Education.” University of San Diego Online Degrees, July 25, 2022. https://onlinedegrees.sandiego.edu/steam-education-in-schools/#A.
“Pennsylvania Arts Discipline/Source Information” Arts Education Data Project. Accessed December 6, 2023. https://artseddata.org/pennsylvania/.
“Policy Recommendations.” Art for Life’s Sake. Accessed December 6, 2023. https://www.amacad.org/publication/case-for-arts-education/section/4.
Shapiro Administration Unveils New Arts Dashboard To Increase Student Participation In The Arts During Visit To McKeesport Area School District. Accessed December 6, 2023. https://www.media.pa.gov/pages/education-details.aspx?newsid=1422#:~:text=In%202022%2C%2067.3%25%20of%20students,those%20schools%20offered%20arts%20education.
Students with High Levels of Arts Involvement: Less Likely to Drop Out of School . Accessed December 7, 2023. https://www.americansforthearts.org/sites/default/files/pdf/2014/by_program/research__studies_and_publications/one_pagers/21.%20Arts%20Education%20Summary_2014.pdf.
Videla, Ronnie, Claudio Aguayo, and Tomas Veloz. “From Stem to Steam: An Enactive and Ecological Continuum.” Frontiers, September 2, 2021. https://www.frontiersin.org/articles/10.3389/feduc.2021.709560/full#:~:text=In%202012%2C%20the%20United%20States,between%20science%2C%20technology%2C%20engineering%2C.
What Americans believe about the arts - americans for the Arts. Accessed December 7, 2023. https://www.americansforthearts.org/sites/default/files/ARTS_FullInfographic_FINAL_0.pdf.
Yakman, Georgette. “Steam- an Educational Framework to Relate Things to Each Other and Reality.” K12 Digest, December 12, 2019. https://www.k12digest.com/steam-an-educational-framework-to-relate-things-to-each-other-and-reality/.
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