The Status of Arts Education in Ohio's Public ... - Ohio Arts Council

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Table 1 shows how the areas assessed in Ohio’s study of ODE data and its Status Survey reflect those cited in the publications cited on page 9. Table 1: Quality Conditions and Supports Assessed in Ohio’s Status Survey Reflect National Studies Assessed in Ohio’s Status of Arts Education Report NCES (2012) Opportunity to Learn Standards (1995) PCAH (1999) PCAH (2011) Project Zero (2009) WestEd (2012) Equitable Access to Arts Education √ √ √ Teacher Qualifications √ √ √ District Arts √ √ √ Coordinator Variety/Sequential √ √ Program of Study Use of Standards √ √ √ Arts Assessment √ √ √ √ √ Professional √ √ √ Development Dedicated Space √ √ √ for Arts Learning Instructional Time √ √ √ Services for Gifted √ √ Students Specialized and AP √ √ Arts Courses Use of Community √ √ √ √ √ Assets Use of Teaching Artists √ √ √ √ A Vision and/or Plan √ √ √ Adequate Financial Resources √ √ √ √ Status of Arts Education in Ohio’s Public Schools 10
REPORT SUMMARY Findings based on ODE data and the Status Survey are presented in three subsections: Ensuring Access and Equity: The extent to which arts instruction is available in and distributed among Ohio’s public schools and districts. Creating Conditions for High Quality: The extent to which schools and districts understand and foster the conditions that support high-quality arts instruction. Sustaining Arts Education: The extent to which Ohio’s public school students, districts, arts educators, parents and communities engage in actions that sustain arts education. Courtesy: OAC Poetry Out Loud Based on ODE and Status Survey data, the key findings presented in this report are as follows: 1. Ninety-three percent of all Ohio public schools provided access to some arts instruction in 2009-2010. • Of that 93 percent, students in 97 percent of traditional public schools and 61 percent of the 246 community schools had arts instruction. • Ten percent of major urban public schools provided no access to the arts. • Approximately 54,700 students in Ohio’s public schools did not have access to arts instruction in school during 2009-2010. 2. Access to dance and drama/theatre was limited in Ohio’s K-12 public schools: • Four percent of elementary, 1 percent of middle and 7 percent of high schools offered instruction in dance. • Two percent of elementary, 6 percent of middle and 39 percent of high schools offered instruction in drama/theatre. Courtesy: Mary Sheridan, Pickerington Local Schools Courtesy: Holly Pratt, Arts Learning Residency Status of Arts Education in Ohio’s Public Schools 11
Page 1 and 2: The Status of Arts Education in Ohi
Page 3 and 4: The Status of Arts Education in Ohi
Page 5 and 6: TABLE OF CONTENTS FOREWORD ........
Page 7 and 8: LIST OF FIGURES FIGURE 1: ACCESS TO
Page 9 and 10: FOREWORD The Ohio Alliance for Arts
Page 11 and 12: VISION AND CONTEXT WHY DO WE STUDY
Page 13 and 14: RESEARCH EVIDENCE: THE BENEFITS OF
Page 15 and 16: GIFTED EDUCATION REQUIREMENTS The O
Page 17: THE FOUNDATIONS OF QUALITY: SYSTEM
Page 21 and 22: ENSURING ACCESS AND EQUITY Measurin
Page 23 and 24: SUSTAINING ARTS EDUCATION Student p
Page 25 and 26: FINDINGS AND ANALYSIS WHAT DO THE D
Page 27 and 28: ENSURING ACCESS AND EQUITY Public s
Page 29 and 30: PROVIDING INSTRUCTION IN ALL ARTS D
Page 31 and 32: Comparisons among district types—
Page 33 and 34: Table 4. Number and Percentage of O
Page 35 and 36: Table 5: The 25 Districts with the
Page 37 and 38: Access to dance and drama/theatre i
Page 39 and 40: CREATING CONDITIONS FOR HIGH QUALIT
Page 41 and 42: Table 7: Number of Courses Taught f
Page 43 and 44: SUPPORTING EXCELLENCE IN PRACTICE A
Page 45 and 46: Differences in Numbers of Arts Educ
Page 47 and 48: PROVIDING ADEQUATE INSTRUCTIONAL TI
Page 49 and 50: USING TECHNOLOGY IN ARTS INSTRUCTIO
Page 51 and 52: ANALYSIS: HOW DOES OHIO COMPARE TO
Page 53 and 54: Use of Dedicated Classrooms and Tec
Page 55 and 56: Assessment: About 12 percent of Ohi
Page 57 and 58: SUSTAINING ARTS EDUCATION Building
Page 59 and 60: Key Finding: High school students s
Page 61 and 62: For both visual arts and drama/thea
Page 63 and 64: Budgeting for the Arts: Questions a
Page 65 and 66: To address the opportunities and ch
Page 67 and 68: Impact Goal The education community
Page 69 and 70:
RESOURCES This section consists of
Page 71 and 72:
Ruppert, S. (2006). Critical eviden
Page 73 and 74:
Darling-Hammond, L. (2010, May ). P
Page 75 and 76:
STAGE 1: ANALYSIS OF ODE DATA Quadr
Page 77 and 78:
• Certification level of teachers
Page 79 and 80:
ACKNOWLEDGEMENTS We would like to e
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