Kennedy Center's Community Audit Tool
The Kennedy Center Alliance for Arts Education Network (KCAAEN) has developed a tool called A Community Audit for Arts Education: Better Schools, Better Skills, Better Communities. Designed to assess the status of arts education in schools and school districts, the tool is also an effective means for community and cultural leaders to encourage community partnerships to strengthen and expand arts education for all students. A new version of the Audit (updated May 2007) is currently available, best viewed using Adobe Reader 6.0 or higher.
From Anecdote to Evidence: Assessing the Status and Condition of Arts Education at the State Level
Without solid evidence about the status and condition of arts education in the nation's public schools, it is difficult to make a convincing case for the arts. This research and policy brief draws on the experiences of five states—Illinois, Kentucky, New Jersey, Rhode Island, and Washington—to discuss various approaches and methodologies for conducting statewide arts education research.
Arts Education State Policy Database
Learn the status of arts education policy in your state, and compare it to others, using the Arts Education Partnership's searchable database. The latest information on state standards, assessments, high school graduation requirements, and more are available in this easy-to-use online resource.
The Nation’s Arts Report Card
The 1997 National Assessment of Educational Progress (NAEP) in the Arts measured the ability of eighth-grade students to create, perform, and respond to works of art in music, theater, and the visual arts. Arts advocates are urging the U.S. Department of Education to stay on track with plans to administer the NAEP in the arts again in 2008, which will provide a comparative overview of the status of arts learning in the United States.
From the Capital to the Classroom: Four Years of the No Child Left Behind Act
A recent report from the Center on Education Policy (CEP) has captured the attention of the press, public, and policymakers. From the Capital to the Classroom: Four Years of the No Child Left Behind Act, identifies the opportunities and challenges of NCLB implementation. The survey reports that 71% of districts are making more time for math and reading by reducing other subjects. In 2005-06, nearly one-quarter of the districts surveyed report that instructional time in art and music had been reduced somewhat or to a great extent to make more time for math and reading.