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Reports and Research

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Staying In School: Arts Education & New York City High School Graduation Rates
Report from the Alliance for Childhood: Why children need to play in school
 
Landmark study of primary schools: Tests blamed for blighting children's lives
 
Critical Links: Learning in the Arts and Student Academic and Social Development

Reports from 2000-2003
Since 1997, researchers from the Education Development Center / Center for Children and Technology (EDC/CCT) have been assisting The Center for Arts Education evaluate its role in effecting systemic education reform in New York City’s public schools. The reports are intended to convey the impact of CAE-funded Partnerships and professional development activities on students, teachers, administrators and cultural organizations. The EDC/CCT’s conclusions can be downloaded as PDF’s:
The Center for Arts Education New York City Partnerships For Arts and Education Program 1996-2001 Five Year Report Synthesis
Executive Summary, December 2003
This five-year study notes how each Partnership matured and encountered new challenges from year to year. It also highlights findings and potential  implications for action.
 
The creation of sustainable partnerships and  integrated curricula has been a critical component of the CAE’s mission. EDC/CCT conducted interviews and surveys to determine the extent that practices, adopted by the CAE’s Partnership schools, were sustained when the schools ceased to receive funding from the CAE. The majority of the schools surveyed have maintained some or all components of their curricula, as well as their relationships with cultural partners. However, other components have been more difficult to maintain. This report contains an executive summary as well as implications for action.
 
This report summarizes informal feedback provided by EDC/CCT researchers after taking part in the CAE’s Looking at Student Work professional development workshops. During these workshops, participants gather to look at student art and discuss its content, often before learning the context with which the artwork was created. In this report, the researchers make recommendations for improving the effectiveness of the workshops.
 
This study, supported by the National Endowment for the Arts, was designed to obtain rich descriptions of arts-integrated curricula and their effects on student learning. Teams of teachers and teaching artists developed methods of assessment, guided by EDC/CCT researchers. The study was conducted to help schools find ways to assess the progress of students taking part in arts-integrated curricula.
 
A Picture is Worth a Thousand Words: Arts Education in New York City Public Schools 
On June 11, 2003, the City Council released its report on the state of arts education in the City. Prior to the report’s release, CAE was consulted in an effort to clarify issues in the field, and at the City Council’s press conference, the Center was invited to speak. The report includes excerpts from Laurie Tisch’s testimony and the Center’s book, Promising Practices.