2: Looking at the Current Status of Arts Education in the District

Introduction

Before we begin to plan for the future of arts education within a school district, it is essential to assess the current status of both programs and funding.

Some of the key questions that we need to ask are:

• What is currently being taught? Who is teaching it? Which arts disciplines are being offered? Which arts disciplines are taught in the elementary schools? Middle schools? High Schools? How many students have access to arts instruction? How are the arts programs funded?
• In recent years, many survey instruments that assess the status of arts education have been developed and tested. For the purpose of district-wide planning that is based on an accurate and fairly detailed assessment of what currently exists throughout the district, we have learned that it is best to capture the data at each school site, and then utilize a data analysis technique described in this chapter to gain a complete overview of instructional offerings.
• This chapter takes a look at a school survey tool, a supplementary tool for elementary school sites, data compilation, review and analysis, and an assessment of current funding.

A note about standards…

As in most curricular areas in the State of California, there are state-adopted standards for the Visual and Performing Arts, which include:

• Dance
• Music
• Theatre
• Visual Arts

The standards define and articulate what a student should know and be able to do at each grade level, K-12. Standards-based, sequential arts instruction is the foundation of a quality arts education program.

The standards are detailed in each arts discipline, at each grade level in the Visual and Performing Arts Framework for California Public Schools –Kindergarten through Grade Twelve. The Framework was adopted by the California State Board of Education and published by the California Department of Education (CDE) in 2004. [Copies of this publication are available for purchase from the CDE – visit www.cde.ca.gov for more information].

Data Collection

The survey is intended to give a clear idea of arts instruction that is currently provided at each school site. When you compile the surveys into summary charts, a picture of the overall district arts programs will emerge. From there, areas of greatest need may be identified, and pockets of excellence may be expanded so that equity and access in the four arts disciplines may be provided to every student.

The survey is organized according to the following “focus areas.”

1. Standards Based Curriculum
2. Instruction and Methodology
3. Student Assessment
4. Professional Development
5. Program Administration and Personnel
6. Partnerships and Collaborations
7. Resources and Facilities
8. Program Evaluation

It is suggested that all of these focus areas be assessed. The survey may be conducted using a variety of methods:

• An in-person interview with the principal or arts teacher at a school site.
• A phone interview with the principal or arts teacher at a school site.
• Distribution and completion of the survey by principals at a regular principals’ meeting.
• Delivery and return via mail or email.
• A combination of e-mail or mailed survey followed by in-person interviews.

Whichever method you choose to distribute and collect the survey, a higher rate of return will yield more effective planning efforts. We have found that assigning one team member to each school and conducting on-site, in-person interviews, is highly effective.

School Survey: Arts Education Programs

Supplementary Data Collection Tools

Elementary School Survey Chart (PDF:67K)

At the elementary school level, arts instruction may be delivered by the classroom teacher, an arts specialist or both. The Elementary School Survey has been designed to capture that information.

Middle and High School: Online tools from the CA Department of Education

At the middle school and high school level, arts instruction is generally provided in elective courses. Information about course offerings and enrollment may be obtained from the California Department of Education “DataQuest” See data1.cde.ca.gov/dataquest/

In California the current high school graduation requirements include one year of visual and performing arts OR one year of foreign language. However, in the University of California/California State University system, admission requirements now include one full year of the visual and performing arts. As a result of this requirement, many districts are augmenting their course offerings to allow their students to be competitive upon application to the UC/CSU campuses.

Data Compilation

Once you have collected data through the survey questionnaire, interviews, site visits, or grade level charts, you will need to compile the data into a summary chart. A sample completed document as well as a chart template are provided here for your use.

Current Status of Arts Education Programs SAMPLE SUMMARY CHART (PDF:73K) (Includes Elementary, Middle, High School data)

Current Status of Arts Education Programs SUMMARY CHART TEMPLATE (Word doc:49K)

Once the data is collected and summarized, the Team will review and analyze the information to gain a better understanding of strengths and gaps in instructional delivery and then begin to surface ideas relating to first action steps and priority areas. We offer two distinct tools for data analysis, either or both of which may be utilized, depending on the time available.

The Data Analysis (PDF: 51K): Focused Conversation leads the group through a series of questions, moving from the concrete and objective to the decisional levels. The format requires whole group participation.

The Data Analysis Cards (PDF:82K) utilizes small group discussion groups who report back to the larger group with their findings.

It is helpful to gain an understanding of the total amount of funds that are currently spent on arts education in the district. This can be one of the most elusive areas of research because the total current funding for arts education in the district may come from many different sources. These sources may include the general funds, categorical funds, special program funds (i.e. GATE), education foundations, assistance leagues, booster clubs, PTAs, service clubs, parents and assorted site based funds and fundraisers.

In the current 2006-07 school year, a new source of funding has become available to districts from the State of California to be administered by the California Department of Education. See www.artsed411.org for the latest information on the State funding.

The following questions may guide you as you attempt to determine the current level of funding for arts programs in your district. A subcommittee of the team may need to focus on funding throughout the planning process. Additional surveys may be distributed to booster clubs, PTAs or education foundations for greater accuracy in determining funding levels. The district budget office should be able to provide information about teacher salaries and equipment and supplies.

As you consider your funding chart, consider these guiding questions:

• What district funding sources are being tapped for arts education? (teacher salaries, per pupil allocations, instructional supplies/materials/equipment)
• What non-district funds are utilized for arts programs? (As noted above, education foundation, special programs or grants, etc.)
• What school-based funding sources are being tapped for arts education? (categorical funds, school improvement, gifted/talented, Title I-II-VII, PTA, booster clubs, student body, state lottery, transportation/buses, special programs or grants, etc.)
• How does district spending compare to school/ site-based spending?
• Are community partners providing financial support for arts instruction?
• How does spending differ across each of the four arts disciplines?
• What percentage of the total district budget is currently being applied toward arts education?

Current Status of Arts Education Program Funding SAMPLE SUMMARY CHART (PDF:49K)

Current Status of Arts Education Program Funding Chart TEMPLATE (Word doc:43K)

Conclusion

The purpose of Data Collection and Data Analysis is to tell the story of arts education as it currently exists in the district. It is best not to get overly concerned with the minute details of data collection, but instead move on with confidence to the vision and planning elements of the process with a clear (albeit imperfect) idea of the state of arts education in the district. The process is flexible enough to allow for circling back if more information is needed during the development of the strategic plan.