1. We do observe effects of arts integration on student achievement, and they are large, and they are statistically significant (with approximately 4,500 students in the treatment group; nearly 30,000 students in all). Because the scope of this intervention was so large, the results are statistically “robust”:
2. We see as much as a 25% gain overall in Kindergarten by Year 3. This was the largest effect we saw.
3. We found the more poor the students, the greater the effects (for example, a 6% advantage for first graders receiving a free or reduced-price lunch).
4. Overall, the younger the pupils the larger the effects; the reverse is also true.
5. We see gains for Students with Disabilities. For example, among Students with Disabilities in Grade 1 we saw 6% – 18% gains.
6. We see gains for English Language Learners. Among ELL students in Grade 1 we saw 12% – 18% gains.
7. The biggest surprise: while all students gained from this intervention, students in lower performing schools made greater gains than students in higher performing schools. This is significant because it demonstrates that Arts Impact acts as a protective factor for students who did not have the fortune to be attending one of our high performing schools; Arts Impact acts as a compensatory mechanism for these pupils.
8. While the effects at 3 – 6 were not as robust as K – 2 (with uneven reporting even within 3 – 6), they may be greater – because the testing data on which our conclusions were based – the State Tests – were at that time administered in the winter – so we never captured the effects of the full year. Now that the State Tests are administered in the spring, we may see greater effects, owing only to the timing of the testing.