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Cohort Study of Arts Participation and Academic Performance

Cohort Study of Arts Participation and Academic Performance. Presented by Steve Kelly, Ph.D. Kathleen D. Sanz Ph.D. Cohort Studies of Arts Participation and Academic Performance. 2007-2008 Cohort Study included 188,859 12 th Grade Students 2010-2011 Cohort Study included

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Cohort Study of Arts Participation and Academic Performance

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  1. Cohort Study of Arts Participation and Academic Performance Presented by Steve Kelly, Ph.D. Kathleen D. Sanz Ph.D.

  2. Cohort Studies of Arts Participation and Academic Performance • 2007-2008 Cohort Study included 188,859 12th Grade Students • 2010-2011 Cohort Study included 197,932 12th Grade Students

  3. Overview of AnalysisAnalysis Prepared by Dr. Steve Kelly, FSU All Students participating in arts-related classes: • Stay in school • Have higher graduation rates • Less likely to drop out of school • Perform higher in academic areas such as mathematics, reading and writing • Achieve higher scores on standardized tests such as the SAT and the FCAT

  4. 2007-2008 Cohort StudyFine Arts EnrollmentDance Music Theatre Visual Arts • Information was based on 188,859 12th Grade Students • For the general population, the more arts classes taken, the higher the student achievement in all measures. • For students on “free and reduced lunch” an indicator of socioeconomic levels, the more arts classes taken, the higher the student achievement in all measures. • For students divided by ethnicity, the more arts classes taken, the higher the student achievement in all measures • The more arts classes taken, the less likely a student is to dropout of the cohort group.

  5. 2010-2011 Cohort StudyFine Arts EnrollmentDance Music Theatre Visual Arts • Information Based on 197,932 12th Grade students • Overall increase in the number of 12th grade students taking arts-related classes • Marked increase in the number of students qualifying for free-reduced lunch in arts-related classes • Overall increase in the number of students graduating with a standard high school diploma who took an arts-related class

  6. 2010-2011 Cohort StudyFine Arts EnrollmentDance Music Theatre Visual Arts GPA – Grade point averages—Bright futures criteria against the cumulative state grade point average, GPA scores for students taking arts-related class remain stable indicating students not meeting bright futures criteria benefit as much with taking art-related courses as those meeting bright futures.

  7. Cumulative GPA Mean GPA For Students Statewide: 2010-2011 Mean GPA (unweighted) Arts Credits Taken

  8. Bright FuturesGPA Mean GPA For Bright Futures Students Statewide: 2010-2011 Mean GPA (unweighted) Arts Credits Taken

  9. Comparative GPA Mean GPA For Bright Futures Students vs. Not Bright Futures Visual Art Dance Music Theatre

  10. Low Socio-Economic GPA Mean GPA For Students On Free/Reduced Price Lunch: 2010-2011 Mean GPA Arts Credits Taken

  11. 12th Grade Arts Enrollment Students Taking Arts Credits By Race: White Statewide Cumulative GPA Bright Futures GPA Visual Art Dance Theatre Music

  12. Cumulative GPA: Visual Art GPA By Race for Students Taking Visual Art Credits: 2010-2011 Statewide Cumulative GPA Bright Futures GPA Mean GPA Mean GPA Hispanic White Black

  13. Cumulative GPA: Dance GPA By Race for Students Taking Dance Credits: 2010-2011 Statewide Cumulative GPA Bright Futures GPA Mean GPA Mean GPA Hispanic White Black

  14. Cumulative GPA: Theatre GPA By Race for Students Taking Theatre Credits: 2010-2011 Statewide Cumulative GPA Bright Futures GPA Mean GPA Mean GPA Hispanic White Black

  15. Cumulative GPA: Music GPA By Race for Students Taking Music Credits: 2010-2011 Statewide Cumulative GPA Bright Futures GPA Mean GPA Hispanic White Black

  16. 2010-2011 Cohort StudyFine Arts EnrollmentDance Music Theatre Visual Arts • FCAT comparisons for reading, mathematics and writing remain stable between the two cohort studies • Students scoring at Level 3 or better on all FCAT reading, mathematics and writing demonstrate continued benefits for all student groups. • Data comparing students receiving free-reduced lunch and race reflect the overall comparisons regarding FCAT scores and benefits.

  17. FCAT Reading Percentage of Students Statewide Scoring 3 or Above on FCAT Reading Arts Credits Taken

  18. FCAT Math Percentage of Students Statewide Scoring 3or Above on FCAT Math Arts Credits Taken

  19. FCAT Writing Percentage of Students Statewide Scoring 3.5 or Above on FCAT Writing Arts Credits Taken

  20. FCAT Writing Percentage of Students Statewide Scoring 1 to 3 on FCAT Writing Arts Credits Taken

  21. 2010-2011 Cohort StudySAT • The number of students taking the SAT who were enrolled in arts-related classes increased. • Mathematics and verbal scores on the SAT remain stable even with the increased number of students. • SAT scores for both mathematics and verbal exams continue to show a trend that SAT scores improve as students take more arts-related credits. • Analysis of free and reduced lunch and race data, indicated that students enrolled in 4 or more courses scored higher on SAT mathematics and verbal than those not taking arts-related classes.

  22. SAT Participation Percentage Of Students Statewide Taking SAT (math or verbal) Arts Credits Taken

  23. SAT Performance: Math Mean Scores For Students Statewide Taking SAT MATH 2010-2011 Mean SAT Math Scores Arts Credits Taken

  24. SAT Performance: Verbal Mean Scores For Students Statewide Taking SAT Verbal 2010-2011 Mean SAT Verbal Scores Arts Credits Taken

  25. SAT Performance Mean Scores Of Students Free and/or Reduced Lunch Price Program Taking SAT MATH Mean SAT Math Scores Visual Art Dance Theatre Music Arts Credits Taken

  26. SAT Performance Mean Scores Of Students Free and/or Reduced Lunch Price Program Taking SAT Verbal Mean SAT Verbal Scores Visual Art Dance Theatre Music Arts Credits Taken

  27. Graduating With Diploma Percentage of Students Graduating With Standard High School Diploma: 2010-2011 Arts Credits Taken

  28. Student Drop-Out Rate Percentage of Students Omitted From Standard High School Diploma: 2010-2011 Arts Credits Taken

  29. Next Steps • Posted on the cfaefl.org and the flmea.org websites. • Tri-fold in the process of development for distribution. Hosted on the FMEA and the CFAE websites. • Meeting with key decision makers about the study and the impact of the arts on students’ education • Project will continue for advocacy.

  30. What can I do? • Learn more about the project by reviewing on the website. • Talk with parents, colleagues, administrators about the value of arts education. • Distribute at concerts • Put the information on your website. • Develop your own data for your students.

  31. References • 2007-2008 12th Grade Cohort – Florida Department of Education: Fine Arts Enrollment Data • 2010-2011 12th Grade Cohort – Florida Department of Education: Fine Arts Enrollment Data • National Dropout Prevention Center (2012). Effective strategies for dropout prevention. Retrieved August 29, 2012 from http://www.dropoutprevention.org/family-student-resources/top-5-reasons-stay-school • West Virginia Music Educators Association. (In press). Arts cohort study of arts participation and academic performance.

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