The Retention of Chicago's Arts Students in Comparative Perspective

Arts and Culture, Education and Literacy

The Retention of Chicago's Arts Students in Comparative Perspective

Highlights:

* 58 percent of Chicago arts-school alumni took up residence in the city within 5 years of the date of their last attendance. Of the regions compared in this report, only New York City has a greater portion of its arts-school alumni taking up residence in the city within 5 years, at 66 percent.

* 51 percent of Chicago arts-school alumni were out-of-state applicants who came to Chicago and were still living in the city within five years of their last date of attendance. This is the second highest portion of out-of-state applicants taking up residence in the city of their alma mater. New York City's rate was highest at 54 percent.

* Of arts-school alumni who searched for work, 38 percent of those attending school in Chicago obtained work prior to leaving their institution; 85 percent obtained work within a year. Alumni from other regions had similar experiences.

*50 percent of Chicago's alumni reported that their first job or work experience was "closely related" to their arts-school training. However, alumni from institutions in Los Angeles County, Cleveland/Columbus and New York City reported higher rates of their first work experience being closely related to their arts training.

May 2014

Geographic Focus: North America-United States (Midwestern)-Illinois-Chicago Metropolitan Area, North America-United States (Midwestern)-Ohio-Cuyahoga County-Cleveland, North America-United States (Midwestern)-Ohio-Franklin County-Columbus, North America-United States (Northeastern)-Massachusetts-Middlesex County-Cambridge, North America-United States (Northeastern)-Massachusetts-Suffolk County-Boston, North America-United States (Northeastern)-New York-New York County-New York City, North America-United States (Western)-California (San Francisco Bay Area), North America-United States (Western)-California-Los Angeles County

State of the Arts in Chicago Public Schools: Baseline Report 2012-2013

Arts and Culture;Education and Literacy

State of the Arts in Chicago Public Schools: Baseline Report 2012-2013

Over the past three decades, countless educational, cultural, and philanthropic leaders have worked tirelessly to improve access to the arts for all students in Chicago Public Schools. Since its inception in 2011, Ingenuity has been working in partnership with these same leaders toward the goal of an arts education for every student in every CPS school. Ingenuity underpins its work by gathering a deep set of data that provides a clear understanding of the specific arts needs of each school and the district as a whole. This report presents findings from the first year of comprehensive data collection, the 2012 -- 13 school year, and sets the baseline against which Ingenuity will annually measure district-wide efforts to expand arts instruction.

Nearly four hundred schools participated in this data collection, which makes this report the most current, comprehensive view of arts education in Chicago. This report also offers an analysis of progress on the CPS Arts Education Plan and shows data related to its implementation in schools. The key to looking at the state of arts in the city's schools is taking a closer look at some of the Plan's high-level goals, which stand out as central to its overall progress.

  • Make the arts a core subject by dedicating 120 minutes of arts instruction per week in elementary schools. (1a)
  • Create a system to track the quantity of elementary-level arts instruction. (5a)
  • Set minimum staffing requirements in the arts at one certified full-time employee per school or an improved ratio. (1d)
  • Require each school to maintain a budget for the arts. (6a)
  • Match at least one community arts partner to every school in collaboration with an arts, or other instructor. (4b)
  • Launch the Creative Schools Certification to establish school and network-level supports to help principals plan for and implement the arts. (3c)
  • Integrate the arts into the school progress report card. (5d)

July 2014

Geographic Focus: North America-United States (Midwestern)-Illinois-Chicago Metropolitan Area

Arts Education in Michigan: Fostering Creativity and Innovation

Arts and Culture;Education and Literacy

Arts Education in Michigan: Fostering Creativity and Innovation

In the fall of 2011, Quadrant Arts Education Research, in partnership with Michigan Youth Arts, the Michigan Council for Arts and Cultural Affairs, the Michigan Department of Education, and ArtServe Michigan, began a statewide study of arts education in Michigan schools. The project was designed to create a never-before-available picture of arts education in Michigan and institute baseline information for tracking and measuring future progress. This landmark study provides essential data on student access, teacher training, assessment and accountability in arts education in K-12 schools in Michigan. The data provides the groundwork to drive future arts education policy decisions that effect all Michigan students.

The principals of 4163 schools, including 718 private and 293 charter schools, were asked to complete an online survey detailing numerous building-level specifics on arts education in their schools.

October 2012

Geographic Focus: North America-United States (Midwestern)-Michigan

Preparing Students for the Next America: The Benefits of an Arts Education

Arts and Culture, Education and Literacy

Preparing Students for the Next America: The Benefits of an Arts Education

Every young person in America deserves a complete and competitive education that includes the arts. America's global stature, culture of innovation, and entrepreneurial spirit depend on the strength of a world-class education system. Perhaps now more than ever -- as the country becomes increasingly diverse, the world more interconnected, and the workplace more oriented around technology and creativity -- arts education is key to such a system and to ensuring students' success in school, work, and life.

For this reason, the Arts Education Partnership (AEP) created ArtsEdSearch.org -- the nation's first clearinghouse of research examining the mounting body of evidence on the benefits of an arts education. Drawing on the research in ArtsEdSearch, this bulletin offers a snapshot of how the arts support achievement in school, bolster skills demanded of a 21st century workforce, and enrich the lives of young people and communities.

April 2013

Geographic Focus: North America-United States

Building Forts and Drawing on Walls: Fostering Student-Initiated Creativity Inside and Outside the Elementary Classroom

Arts and Culture, Education and Literacy

Building Forts and Drawing on Walls: Fostering Student-Initiated Creativity Inside and Outside the Elementary Classroom

The arts embody one of the oldest forms of knowledge and knowing and action research provides opportunities to experiment with art as an integral part of the creation and dissemination of knowledge.

This report is a personal account of a teacher with 16 years' experience as an elementary classroom teacher, who found that young children are drawn to an arts-based approach of inquiry, one that is grounded in arts practices. He describes many incidences inhis classroom where there have been many instances of students using methods to enhance their learning experiences that were similar to those found in artsbased learning and arts-based educational research settings.

August 2012

Geographic Focus: North America-United States (Northeastern)-New York-Onondaga County-Syracuse

Survey of Music Education Providers: Report and Recommendations

Arts and Culture, Education and Literacy

Survey of Music Education Providers: Report and Recommendations

In the summer of 2010, the Chicago Community Trust (CCT) commissioned an initiative to help identify how arts organizations can better and more effectively serve Chicago Public Schools (CPS) through arts education programming and explore the ways in which arts providers are using the CPS Arts Guide. Four cultural organizations from different disciplines were selected to spearhead the initiative, consulting with and gaining input from arts education providers across Chicago. The Ravinia Festival, the Art Institute of Chicago, Hubbard Street Dance Chicago, and the League of Chicago Theaters were selected to represent their respective disciplines (music, visual arts, dance, and theatre/literary arts).

Each convening institution was charged with researching the music education offerings of their respective sectors by conducting focus groups with colleagues, and surveying the arts partners within their discipline. Ravinia convened all music sector organizations known to the institution several times during the process to get their input at each phase of this project:

In the summer of 2010, four meetings were held to introduce the sector to the project and obtain their feedback on the commission and design of a survey. It was important to Ravinia that the survey creation be as inclusive of all members of the music sector as possible. Subsequently, these meetings, which preceded the survey development,provided the background for most of the questions which ended up in the survey.

In the fall of 2010, the same music organizations were invited to a meeting to review a draft of the survey and provide Ravinia with feedback. In this meeting, the music sector proved to be once again very engaged in the design process and confirmed to Ravinia that they desired a survey that would be thorough and comprehensive even if it required some time to answer.

In the summer of 2011, Ravinia again met with a large number of representatives from the music sector to discuss the findings of the survey, dive deeper into some of the more surprising findings, and create recommendations.In all, a total of 8 meetings were held, with more than 90 people representing 53 organizations that were a part of the process

September 2011

Geographic Focus: North America-United States (Midwestern)-Illinois-Cook County-Chicago

Arts for All Higher Education Think Tank

Arts and Culture;Education and Literacy

Arts for All Higher Education Think Tank

As we enter the 21st century -- the global information age -- we must ensure our students are equipped to thrive in an environment that will require them to be able to shift their thinking and remain open to learning throughout their lives. Flexibility, innovation, improvisation and the ability to communicate across diverse cultures are skills crucial to future success. The arts are the most efficient way to teach those skills. By working to include and sustain the arts as part of a comprehensive K-12 curriculum, we allow students to cultivate the crucial skills they will need to function in a 21st century world.

Arts for All is a dynamic, county-wide collaboration working to create vibrant classrooms, schools, communities and economies through the restoration of all arts disciplines into the core curriculum for each of our 1.7 million public K-12 students. One of the key strategies to ensure high quality arts education is to improve the quality of teaching and learning. We believe that when we help build the skills, knowledge, and confidence of the people who provide arts instruction to students, they are able to translate district policies and plans into high quality student learning. Practical tools and partnership opportunities promote the collective responsibility of classroom teachers, arts teachers, and artists to deliver high quality arts education. The on-going development of teachers and artists increases their ability to raise the quality of arts education.

On Friday, May 7, 2010, Arts for All in partnership with California State University at Northridge, hosted the Arts for All Higher Education Think Tank. This event brought together decision makers throughout the education community to begin to discuss how to strategically address quality arts education in teacher preparation programs in order to impact teacher practice and student learning. Over 60 people attended representing 13 institutions of higher education, 3 foundations, 6 school districts and partners from the Los Angeles County Office of Education, Orange County Office of Education and the California Commission on Teacher Credentialing.

This report is a transcript of those proceedings.

May 2010

Geographic Focus: North America-United States (Western)-California-Los Angeles County

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