Arts Integration Improves Student Achievement

This paper was just accepted to be presented at AERA in Chicago in April, 2015

Purpose of this Evaluation Report
The purpose of this report is to evaluate an arts integration program in Rochester, NY. The Rochester City School District (RCSD) has won two federal Arts in Education Model Demonstration and Dissemination (AEMDD) grants and this evaluation report covers the third year (2012-2013) of the second grant (2011-2014). The evaluation of the Rochester Arts Impact Study Enhancement (RAISE) is a true experimental design and involves 16,630 K-6 students over four years.

Purpose of AEMDD
The purpose of the Arts In Education Model Demonstration and Dissemination (AEMDD) federal grant is to support the enhancement, expansion, documentation, evaluation, and dissemination of innovative, cohesive models that are based on research and have demonstrated that they effectively: [1] integrate standards-based arts education into the core elementary and middle school curricula; [2] strengthen standards-based arts instruction in these grades; and [3] improve students’ academic performance in ELA and Math, social studies and science, including their skills in creating, performing, and responding to the arts.

Common Core; Who Will Assess the Learning?

posted in: Assessment, Reform | 0

Asking for Better Evidence of Student Learning

The theme that continues to come up across world education conferences is the need for more accurate ways to assess student skills. There are skills that current tests measure reasonably well and yet and there are emerging skills and knowledge that are not being well measured. New Common Core curricula will demand more precise assessments that ask for better evidence of student learning.

Common Core Reform

The Common Core Reform is this era’s major, country-wide, K-12 school reform effort. It has been underway for some number of years and is sponsored by the Council of Chief State School Officers (CCSSO) and the National Governors Association (NGA). It represents another installment of a standards-based education reform. These standards-based reforms started in the 1990’s as the Accountability Movement and have been codified in legislation through the re-authorization of the Elementary and Secondary Education Act of 1965.