A New Twist on Arts Education and Test Scores

Well, the beautiful thing about the AEMDD program is that while they are interested in ELA and math scores on a universal basis across all the different programs they fund, they support the development of project specific goals too. So, we've got a very good broad based qualitative assessment running at the same time looking at a variety of indicators related to what the program is really about, and well beyond the improvement of test scores in ELA and Math.

The final year must be exciting as it gives you the chance to present your findings to the field. Congratulations!

Well, the funding, the imprimatur, etc., made possible an expansion of an approach we were deeply committed to. A million dollars over four years is a terrific grant. We're eager to apply again...

Hi Jackie.

Well, the NAEP issue is not exactly correct. There was not enough dance and theater instruction to produce the sample size they were looking for. That was not true for music and visual arts at the eighth grade level--the grade that the NAEP arts was concerned with.

I do think there is growing interest in refining/improving state assessments. How jmuch and where the interest is coming from, remains to be seen.

How unfortunate that you mention NAEP in your article. There were not enough schools/districts that even offered arts courses/classes taught by licensed professional arts teachers that allowed 'testing' in areas of the arts that were previously tested.

My concern is that we educators should be advocating for alternative forms of performance-based assessment for ALL subjects in the curriculum BUT states and the federal government through NCLB have determined that 'standardized tests' are the gold standard.

I agree with your analysis of state-wide tests and their relationship to validity/reliability coefficients. I actually contacted the test makers in Ohio when the tests were being developed and asked for the numbers. At that time, they did not have them. They have since established the reliability and validity of the tests. It was the best available at the time.

So, what does one do? Look at the treatment. Compare what the scores are against two groups who differ only in what their treatment is to a third group that receives no treatment. This is what was done with SPECTRA+ using a modified control group, thanks to Dr. Richard Luftig, formerly of Miami University, Ohio.

There are other methodologies that are available to researchers including strong ethnographic and phenomenological designs.

Perhaps we need to step out of our boxes and re-think what is research? Quasi or random-- we are telling the story, painting the picture, composing the film from the frames of a child's experience in order to demonstrate to others what we know to be true-- the arts do make a difference in all our lives.

another Q- in what ways is your arts organization fortunate to have a AEMDD program?

good twist on the usual, as you said-- thanks. So what else are you doing to document the effects of your program? We- in another AEMDD program- are struggling with documentation, and with changes(such as with your state's testing) in just about every component of our program. 2010-11 is our final year, and I'm hoping to compile a narrative (profiles of teachers, artists, etc.) to accompany the data and lesson plans, because early on I gave up on the benefits of our work manifesting in test scores (because of said changes and many other outside factors) and because it's important to relay the best part of this whole experience-- what happens in the classroom.