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An Unfinished Canvas: Local Partnerships in Support of Arts Education in California

April 16, 2009

In 2006, at the request of The William and Flora Hewlett Foundation, SRI International conducted a study aimed at assessing the status of arts education in California relative to state goals. The final report, An Unfinished Canvas. Arts Education in California: Taking Stock of Policy and Practice, revealed a substantial gap between policy and practice. The study found that elementary schools in particular are failing to meet state goals for arts education. In light of these findings, The Hewlett Foundation commissioned a series of follow-up studies to identify policy mechanisms or other means of increasing student access to arts education. This study, focusing on the ability of school districts to leverage support for arts education through partnerships with local arts organizations, is one of the follow-up studies.Partnerships may allow for the pooling of resources and lend support to schools in a variety of ways including artists-in-residency programs, professional development for teachers, exposing students to the arts through the provision of one-time performances at school sites, and organizing field trips to performances and exhibits. According to the California Visual and Performing Arts Framework for California Public Schools, partnerships among districts, schools, and arts organizations are most successful when they are embedded within a comprehensive, articulated program of arts education. Questions about the nature of partnerships that California districts and schools have been able to form with arts organizations, and the success of these partnerships to increase students' access to a sequential standards-based course of study in the four arts disciplines, served as the impetus for this study.A team of SRI researchers conducted case studies of partnerships between districts and arts organizations in six diverse California communities in spring 2008. The case study sites were selected for their particular arts education activities and diverse contexts and, as a result, do not offer generalizable data about partnerships between school districts and arts organizations in California. Instead, we highlight the ways that a sample of partnerships promotes arts education in California elementary schools to inform others who may be interested in building partnerships between school districts and arts organizations.

An Unfinished Canvas: District Capacity and the Use of New State Funds for Arts Education in California

April 6, 2009

Questions about district leadership and capacity -- particularly in light of the new funding -- served as the impetus for this study. Through a survey of leaders in 385 districts, we assessed districts' capacity with respect to arts education, explored early spending choices, and examined the relationship between the two. We also studied changes in arts education since the new resources became available and worked to understand the barriers that continue to stand in the way of comprehensive arts education for all California students.

San Francisco Bay Area KIPP Schools: A Study of Early Implementation and Achievement: Final Report

September 16, 2008

Examines the achievement results and operations of five Knowledge Is Power Program middle schools to assess the program's effectiveness, the role of leadership, implementation of the KIPP culture, design of curricula and instruction, and lessons learned.

An Unfinished Canvas: Teacher Preparation, Instructional Delivery, and Professional Development in the Arts

May 18, 2008

Based on surveys, interviews, and secondary data analyses, identifies deficiencies in teacher preparation, instruction, and development in the arts in California, and recommends minimum training requirements and support for professional development.

An Unfinished Canvas: Allocating Funding and Instructional Time for Elementary Arts Education

May 7, 2008

An Unfinished Canvas found that California's elementary schools face unique challenges inproviding all students with sequential, standards-based arts education. In particular, elementary principals identified inadequate funding and insufficient instructional time as significant barriers to the provision of arts education. For this study, we sought to further understand the impact of funding and time on elementary arts education. To do so, we examined the allocation of funding and instructional time in 10 schools across five states (Kentucky, Massachusetts, Minnesota, New Jersey, and California).

An Unfinished Canvas: Arts Education in the San Francisco Bay Area - A Supplemental Status Report

June 15, 2007

This report complements An unfinished canvas. Arts education in California: Taking stock of policy and practices (Woodworth et al., 2007). The research supporting An Unfinished Canvas was undertaken to document the status of arts education in California schools and assess the extent to which schools were meeting state goals for arts education -- namely a sequential, standards-based course of study in music, visual arts, theatre, and dance. As part of that research effort, we included a sufficient number of schools in the nine Bay Area counties to enable us to report comparable data for each of the Bay Area counties as well as to draw comparisons between the Bay Area and the rest of the state.

An Unfinished Canvas: Arts Education in California: Taking Stock of Policies and Practices

March 31, 2007

Provides an overview of K-12 arts education, including course offerings; availability of teachers, facilities, and materials; standards alignment, assessment, and accountability practices; and equal access. Discusses barriers and recommendations.

San Francisco Bay Area KIPP Schools: A Study of Early Implementation

March 1, 2006

Measures how well five San Francisco Bay Area schools have implemented the goals of the Knowledge Is Power Program during the first year of a three-year initiative to prepare underserved urban youth for college.