麻豆视频直播

ARTS EDUCATION: Supporting Student Success in School and the Workforce

This blog post is a publication of a document prepared by the Arts Education Policy Working Group, a collaboration of arts and culture stakeholders (including NDEO) who are working collectively to advance federal arts education policy.

A child鈥檚 complete education includes the arts. The Every Student Succeeds Act (ESSA) of 2015 lists the arts and music as part of a "well-rounded education," providing that all arts disciplines (dance, media arts, music, theatre, and visual art) are eligible for programmatic support through Title I, Title IV, and other supplemental federal funds available to school districts across the nation. American children deserve a complete education including rigorous, sequential, standards-based arts K-12 instruction in the classroom, arts integration programs, and learning in community-based arts programs. The federal commitment to arts education builds on support and commitment at the state and local level so that the arts are part of a well-rounded education in our nation's schools and are an integral part of every child's development.

The Arts Keep Students Succeeding In School

• Students in the arts remain in school throughout their high school careers at a significantly higher rate than all other students. Research shows that students who enroll in arts classes throughout high school show between 32.3% and 50.8% lower chronic absenteeism rates than those who are not. These findings held true when comparing the data across multiple key variables such as race/ethnicity, sex, free/reduced lunch, and English language learners.ⁱ
  
• The U.S. Department of Education鈥檚 ten-year review of Arts in Education鈥揻unded programs find that 鈥渟tudents in arts programming had better attendance, fewer disciplinary issues and improved on-task behavior relative to comparison students.鈥�ⁱⁱ
• Music students are more likely to apply and be accepted into and attend college than their non music peers. Arts students were similar to non-arts students in terms of college selectivity and pursued science, technology, mathematics, and engineering majors at similar rates to non-arts students. This analysis suggests that choosing to take arts coursework in high school does not hinder successful college admissions outcomes.ⁱⁱⁱ
• The National Coalition for Arts Standards鈥� document, A Conceptual Framework for Arts Learning, states that artistic literacy is critical to a child鈥檚 comprehensive education 鈥渋n our increasingly multi-media age, where information is communicated less through numeracy and the written word.鈥漣v Nearly all states have revised their arts standards since the release of the 2014 National Arts Standards.v

The Arts Build Workplace Success Skills

• Self-awareness, self-efficacy, self-management and perseverance, social awareness and relationship skills are central to arts education. The arts, with their strong emphasis on team building and self-reflection, are supremely suited to support students鈥� interest in learning听听through collaboration^vi, while simultaneously fostering creativity, critical thinking, and communication.^vii
  
• These are the exact workplace success skills deemed missing by today鈥檚 corporate leaders. In a 2019 report, the Society for Human Resource Management found that 51 percent of its members said that . The top missing skills, according to these members: problem solving, critical thinking, innovation and creativity; the ability to deal with complexity and ambiguity; and communication.viii In fact, nearly 50% of executives say the arts significantly contributed to their career success^ix.
• In the immediate future, , such as collaboration, creativity, and abstract thinking, according to a survey by the Pew Research Center of about 1,400 technology and education professionals.^x
• Multiple research studies suggest the arts play a critical role in preparing students for work and life.^xi A comprehensive arts education fosters the creativity and innovation needed for a competitive workforce.

The Arts Are A Successful Career Pathway

• 2025 updated career forecasting by McKinsey shows an 11% growth in careers in the creative arts by 2030.^xii Creative arts careers, like STEM careers, are forecasted to have embraced AI at a faster clip than other industries, supporting sustained career growth in the career fields and keeping arts professionals relevant into the next decade.
• The arts represent 4.3% of the US economy, contributing $1.17 trillion or 4.5% to the country鈥檚 GDP in 2022.^xiii The arts and culture industries are larger than Mining ($411.8 billion), Transportation and warehousing ($943.7 billion), and Agriculture ($274.2 billion).
• The arts and culture sector grew at more than twice the rate of the total national economy between 2022 and 2023 and represents 5.4 million jobs in the nation.
• The U.S. Department of Education continues to forecast shortages for arts teachers in 16 states for the 2025-2026 school year, which can offer career options and opportunities for students who love the arts and want to teach.^xiv

The Arts Must Be Provided To All Students

• A 2022 national arts education data report shows that 96.1% of American public school students have access to the arts during the school day. While impressive, it means there are 2 million students without any access to any arts learning while at school, with the least access in the areas of dance and theatre.^xv Continuing support of a well-rounded education through ESSA gives districts and schools the flexibility to use federal funds to create opportunities for increased access for students in rural, small, and urban settings where there is less access to arts instruction.
  
• The 2009鈥�10 U.S. Department of Education Fast Response Statistical Survey (FRSS) found that schools with a higher concentration of students in poverty were less likely to offer arts education.^xvi The 2016 NAEP Arts Assessment similarly found that 13% of students attend schools that offer music classes less than once a week or not at all and 21% of students attend schools that offer visual arts classes less than once a week or not at all.^xvii
• As defined in ESSA, 鈥渕usic and the arts鈥� are part of a well-rounded education. Every state in the nation recognizes the importance of the arts as reflected in rigorous PreK-12 state arts standards. Thirty-nine states require an arts credit to receive a high school diploma, and forty states have instructional requirements in the arts for elementary and middle schools.^xviii As noted in Arts Education for America鈥檚 Students: A Shared Endeavor: 鈥淎n education without the arts is inadequate.鈥�^xix

This blog post is a publication of a document prepared by the Arts Education Policy Working Group, a collaboration of arts and culture stakeholders (including NDEO) who are working collectively to advance federal arts education policy.

• i
• ii U.S. Dept. of Education. Progress and Promise: 10 Years of the Arts Education Model Development & Dissemination Program. (p. 13).
• iii Elpus, K. (2016). Estimating the effect of music and arts coursework on college admissions outcomes. Arts Education Policy Review, 119(3), 111鈥�123.
• iv National Coalition for Core Arts Standards (2012). A Conceptual Framework (p. 17).
• v
• vi Laird, L. (2015). Empathy in the Classroom: Can Music Bring Us More in Tune with One Another? Music Educators Journal, 101(4), 56- 61. https://doi.org/10.1177/0027432115572230 (Original work published 2015)
• vii Hewitt, Michael. (2015). Self-Efficacy, Self-Evaluation, and Music Performance of Secondary-Level Band Students. Journal of Research in Music Education. 63.
• viii
• ix Shugoll, M. (2015) Unmasking Business Success: Executive Perceptions of Arts Engagement and Workforce Skills. Retrieved 15 May 2018 from
• x
• xi Arts Education Partnership ArtsEdSearch database.
• xii
• xiii
• xiv
• xv
• xvi Parsad, Basmat & Spiegelman, Maura. (2012). Arts Education in Public Elem. & Secondary Schools: 1999-2000 & 2009-10. (p.14 & 28).
• xvii U.S. Dept. of Education, Institute of Education Sciences, National Assessment of Educational Progress (NAEP), 2016 Arts Assessment.
• xviii
• xix

-------------------------------------------------------------

麻豆视频直播 NDEO鈥檚 Dance Education Blog听

The 鈥淒ance Education鈥� blog is brought to you by The National Dance Education Organization (NDEO), a thriving non-profit membership organization that supports YOU as a dance educator! NDEO works with and for dance educators of all backgrounds and in every setting and genre. We work for equitable and accessible dance education for all through advocacy, research, and support for the dance educators who are making a difference for their students. As a membership organization, we rely on dance educators like YOU to join us in this important work! When you become a member of NDEO, you align yourself with our vision of dance education for all. We invite you to become a part of our vibrant community that offers support, resources, advocacy, and research you need to make a difference for yourself and make an impact on our field. Now more than ever, we need to come together to celebrate and share the dynamic, affirming, community-building, transformative power of dance. Join the movement - become a member of NDEO today!

听