Art education can benefit students in different ways, including improving student performance across the whole curriculum. But art programs in schools are often the first to be cut, if budget cuts are necessary. As a result, many students are missing out on the benefits of art classes. So, is it important to provide art education in schools? Read on to learn about art programs’ benefits and the issues with funding them for public school students.

What is the current state of art education in American schools?

Art education in public schools usually includes any combination of dance, music, drama/theatre, and visual arts classes. It’s usually funded by the federal, state, and local governments, but not all schools provide their students with art education.

Budget Cuts

Following the recent recession, budgets cuts were consistent in schools across the U.S., with more than 95 percent of students attending schools with significantly reduced budgets. It’s estimated that since 2008, more than 80 percent of schools nationwide experienced cuts to their budgets. As a remedy in some instances, art programs were partially or completely eliminated from affected school districts. Dance and theatre classes in particular were cut drastically. During the 1999-2000 school year, 20 percent of schools offered dance and theatre classes, but in the 2009-10 school year, only 3 percent of schools allocated funds for dance classes, and only 4 percent taught theatre. The number of schools that offered music classes didn’t change significantly over the last decade, indicating no budget cuts in that subject area, with 94 percent of schools still offering music classes. But the number of schools offering visual arts programs dropped from 87 percent in 1999-2000 to 83 percent in 2009-10. In 2013, public schools in major cities, including Chicago, Philadelphia, Los Angeles, and Washington, DC, are still struggling with budget cuts, resulting in the continued elimination of art programs across affected school districts. Due to budget constraints, fewer schools offer art classes today than a decade ago.

Emphasis on Core Subjects

In addition to less money being spent on education because of the recession, various government policies, including the No Child Left Behind Act and the Common Core State Standards have placed greater emphasis on core subjects, such as math and reading. In doing so, they have sidelined arts education. In light of these policies, school districts began re-directing funds toward subjects that require standardized testing in order to increase the overall scores of their students.

The No Child Left Behind (NCLB) Act was signed into law in 2002 by President George W. Bush. The act was then re-authorized to ensure better access to high-quality education for all children, regardless of religion, race, ethnicity, or class. As the emphasis was placed on core subjects, such as math and reading, funding for art programs decreased significantly, especially for those art classes that required studio materials. As a result, art education in some schools was completely eliminated, although children still sometimes had the option to take certain art classes after school with volunteer teachers. In some school districts, art classes were still offered, but only with a limited number of seats.

The Common Core State Standards (CCSS) is a current state-wide initiative that emphasizes the development of skills needed for students to succeed in college and future careers. As of now, 46 states have CCSS and are working on implementation. Similar to No Child Left Behind, CCSS focuses on those subjects that require standardized testing, and doesn’t include art education in its core. As a result, many schools choose to allocate funds for math and English language classes, often at the expense of art education. However, the Common Core Standards references arts in the curriculum, by some estimations, 75 times. In this regard, some art educators and advocates believe that art education can be aligned with the Common Core standards. To promote integration of art classes, the new National Core Arts Standards were developed and released to the public in 2014 as a conceptual framework. In 2015, a model cornerstone assessment pilot project was launched “to demonstrate the type of standards-based evidence needed to show student achievement.” These assessments will continue in 2016.

Disparities in Accessing Art Education

Even though art programs were slashed nationwide, schools with higher concentrations of impoverished students or minority students suffered the most. According to 2008 data, African-American and Hispanic students were two times less likely to have access to art programs in their school districts in comparison to their white peers. Interestingly, the rates of African-American and Hispanic students who have received art education while in school have been declining since the beginning of 1990s. In 1992, 50.9 percent of African-American 18-24 year olds received art education in childhood, while in 2008, only 26.2 percent of the same demographic had access to art classes in schools. Similar numbers are true for Hispanic children: 47.2 percent had art education in 1992 and only 28.1 percent had the option in 2008. In comparison, there were no comparable rates of decline in art education for white 18-24 year olds.

Most of the schools that serve low-income students already have reduced budgets due to the recession and its aftermath. In addition, as many schools in poor neighborhoods are considered low-performing, they face an intense pressure to meet Common Core standards through math and English language tests. If a school fails these standards it may be placed into program improvement status. In this situation, art classes become even less of a priority, and may be significantly reduced or completely cut from the curriculum. Art programs in schools that have a large number of low-income students are also rarely restored. While more affluent school districts can rely on private funding to still provide art education for students, or parents can simply pay for after-school art classes, children in poor neighborhoods most likely don’t have those options. This scenario creates disparities in access to art education between communities.

What are the benefits of art education?

It’s evident that art classes are the first to be cut from the budget, the last to be restored, and often unavailable for low-income students. But why do we need art classes at all?

Improved Performance

First and foremost, art education improves the overall performance of students, including in the core academic subjects that are often emphasized by standardized testing requirements. Students who took four years of art classes scored 91 points higher on their SAT exams than those who took half a year or less. Multiple studies also confirmed that there is a correlation between art engagement and students’ other achievements. Students who regularly participated in art classes were four times more likely to be recognized for their achievements.

Higher Graduation Rates

Art education can help keep students in school. Schools with long-standing art programs have higher graduation rates. In many instances, art classes motivate students to stay in school, especially low-achieving students, by fostering closer ties with peers and creating community-oriented environments.

Inspiration and Creativity

Art can inspire students to create and express themselves in a variety of forms. It provides the spark that keeps children engaged and allows them to have fun while exploring the world through different art forms. Art education develops creativity and problem-solving skills, improves judgement, and shows children that there are multiple perspectives. Finally, it encourages inventiveness, helping foster innovative thinkers.

Child Development

Children in elementary schools can greatly benefit from art classes, as they are still growing physically and mentally. Visual arts classes are highly recommended for developing motor skills in young children. Every time a child holds a paintbrush or cuts with safety scissors, his motor and dexterity skills improve. The same is true for developing language skills. Young children can learn colors, shapes, and descriptive words while making simple art projects and discussing them with their peers and teacher. In fact, 33 percent of children are visual learners, meaning they absorb information from images. Art classes can help to improve visual-spatial skills and hand eye coordination.

Music education at a younger age is also very beneficial as it helps to connect both hemispheres of the brain, producing long-lasting improvements in communication and listening. In fact, children who play musical instruments just thirty minutes a week have more developed brains than their peers.

Art also makes children aware of different cultures, traditions, and customs, providing a foundation for understanding racial diversity, which is an important part of American society and history. All in all, art education has tremendous benefits for elementary school students, as it helps children to develop physical skills, brain functions, and ideas.

At-Risk Youth

Art classes are beneficial for students in many ways, but especially for children who are low-income and live in impoverished neighborhoods. Art programs can keep at-risk youth off the streets, and, consequently, away from correctional institutions. Not only can art programs provide incentives for these children to stay in school, but it can also improve their academic performance, including reading and math. At-risk students with a history of art involvement have higher college enrollment rates than their at-risk peers who didn’t pursue art education. They are three times more likely to earn Bachelor’s degrees than their peers. Students who didn’t take art classes are five times more likely to drop out of school before graduation. Art can help disadvantaged children to realize their full potential as it provides a safe harbor for those students who may lack a supportive environment at home.

How can we bring art programs back to schools?

It’s clear that art education is extremely important for children of all ages. As a result, many schools have begun to rely upon private funding or combinations of private and public funds when financing their art programs. Besides private donors, non-profit organizations have begun to play a leading role in funding art classes in local schools. For example, in 2013, the Eugene Education Foundation (EEF) allocated 30 percent of its grants to art education in schools. Those grants are funded by community members. EEF has also created an Artists in Residence program. This practice of bringing art experts into a classroom for a limited amount of time has proven to be very rewarding. For example, students at Awbrey Park Elementary in Oregon were able to experience Mexican arts and crafts for one month with an expert from Eugene Arte Latino. There are also many parent-teacher organizations that are fundraising for art education.

Charter schools can be also a leading force in art education. New York City has 210 charter schools, some of which have already implemented in-depth art curriculums. Ascend Learning is a network of seven charter schools in Brooklyn, modeled after elite private schools with famous paintings in the hallways to expose children to art.

On a larger scale, state initiatives can greatly improve art education in schools. California’s Core Reforms Engaging Arts to Educate (CREATE) is a large-scale project to bring arts back to the classroom, bridging the gap of budget cuts.

Conclusion

Art education is an important component of childhood development. It also can pave the way for a child’s academic and future success as a professional. While the picture is not that bleak across the nation, it does in some cases fall across racial lines. In this regard, non-profits, communities, teachers, private individuals, and states are already creating a wave of change, moving from perceiving art education as expendable costs toward an overall realization of its benefits. The recent development of National Core Arts Standards is a promising step, as alining art eduction with Common Core Standards can hopefully bring arts back to the classroom.

Resources

Primary

Common Core State Standards Initiative: What is the Common Core?

National Center for Educational Statistics: Arts Education in Public Elementary and Secondary Schools: 1999-2000 and 2009-10

Additional

Americans For The Arts: Decline of Arts Education in Undeserved Populations

Americans For The Arts: Uneven Education Opportunities Nationwide

College Board for the National Coalition for Core Arts Standards: The Art and The Common Core

National Coalition for Core Arts Standards: Model Cornerstone Pilot Project 2014

Huffington Post: Is Federal Money The Best Way To Fund The Arts? Join The Debate

The Washington Post: Will Less Art and Music in the Classroom Really Help Students Soar Academically?

EugeneWeekly: Budget Cuts Affect Music, Arts

Think Progress: Public Schools Slash Arts Education And Turn To Private Funding

PBS Parents: The Importance of Art in Child Development

Artsz: 20 Reasons Why Art is Important for Children

US News: Extracurriculars Are Central to Learning

Seattle PI: Budget Cuts to Art Programs in Schools

The Hechinger Report: Do the Arts Go Hand in Hand With Common Core?

EdSource: Effort to Revive Arts Programs in Schools Gains Momentum

Art & Education Exchange: Where the Arts and Common Core Intersect

The AEP Wire: No Child Left Behind: A Study of its Impact on Art Education

The Notebook: NCLB: Taking a Toll on Arts and Music Education

Valeriya Metla

Valeriya Metla is a young professional, passionate about international relations, immigration issues, and social and criminal justice. She holds two Bachelor Degrees in regional studies and international criminal justice. Contact Valeriya at staff@LawStreetMedia.com.

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Common Core State Standards have been a matter of controversy for a few years now, garnering opposition from both sides of the aisle. Common Core in some ways saw its inception in the George W. Bush era and serves as a predecessor to the No Child Left Behind Act. But what exactly is Common Core, why was it launched, and what is the opposition? Read on to find out.

What is Common Core?

The Common Core State Standards “aim to raise student achievement by standardizing what’s taught in schools across the United States.” They include a particular focus on language arts and mathematics. The objective is to universally prepare students from Kindergarten to high school to be successful for entry-level college courses or to enter the workforce. It lays out what students should know and be able to do by the end of each specific grade. The standards are results driven, but the methods used to achieve the set results are chosen by local teachers and facilities.

The History Behind Common Core

The No Child Left Behind Act (NCLB) was first signed into law by President Bush in January 2002. The next decade was spent revising the law’s requirements and attempting to create more successful “adequate yearly progress” reports. However, people quickly realized that NCLB was in need of serious reform itself. In November 2007, state chiefs first brainstormed Common Core standards at the Council of Chief State School Officers (CCSSO) Annual Policy Forum. The following year, the National Governors Association Center for Best Practices (NGA), CCSSO, and education nonprofit Achieve released Benchingmarking for Success: Ensuring U.S. Students Receive a World-Class Education. In it they recommended the common standards. In April 2009, the NGA and CCSSO officially invited states to commit to the Common Core standards, and by June 49 states and territories announced commitments. After public feedback, a final draft was released in June 2010.

The NGA and CCSSO  led the development of the standards and actively advocated for their implementation. They also sought input from teachers, parents, school administrators, and various state leaders in “how the standards are taught, the curriculum developed, and the materials used to support teachers.” Implementation, however, is completely up to the states. Once a state adopts the Common Core standards, it is delegated to local teachers, principals, and superintendents to introduce the standards into school curriculum.

 Why was the Common Core program started?

It has long been a bipartisan view that the U.S. needs education reform. Common Core was started to allow high school graduates to be competitive in college, but also in “the rapidly changing American job market and the high tech, information-based global economy.” It is widely believed that U.S. students are falling behind their counterparts in other countries. Standardized tests in countries like China and Singapore have advanced well beyond the U.S. over the last few decades. Bill Gates, a heavy investor in the Common Core, advocated,

Our nation is one step closer to supporting effective teaching in every classroom, charting a path to college and careers for all students, and developing the tools to help all children stay motivated and engaged in their own education. The more states that adopt these college and career based standards, the closer we will be to sharing innovation across state borders and becoming more competitive as a country.

In Gate’s interview, he repeatedly noted that the standards are not based on curriculum. They are “solely” milestones for where the students should be at each grade level.

How much does Common Core cost?

The cost for implementing Common Core will vary from state to state, but will undoubtedly be expensive. Training teachers and buying new materials will take a substantial amount of money. In 2011, California estimated that replacing its current standardized tests with Common Core standards would cost taxpayers approximately $1.6 billion. In Texas, the estimate is upward of $3 billion dollars.

According to the Common Core Initiative however, the implementation will allow for states to eventually save on resources, materials, and “cross-state opportunities that come from sharing consistent standards.” The cost-benefit ratio should end favorably. As of 2014, 43 states, Washington D.C., Guam, the Northern Mariana Islands, and the Virgin Islands adopted the Common Core.

What are some characteristics of Common Core?

English and Language Arts

Generally, the standards call for “regular practice with complex texts and their academic language.” They demand a steady increase in complexity and progressive reading comprehension. There is to be an emphasis on academic vocabulary, focusing on meaning, nuances, and range. There isn’t a required reading list; however, categories of literature are required. Examples include classic myths, foundational U.S. documents, works of Shakespeare, and staples of American literature.

Students should know how to provide evidence from the text when forming analyses and arguments at different levels. The standards call for text-dependent questions on assessments as opposed to questions based on student experiences and/or opinions. The objective is for students to be able to effectively inform and persuade, and for these skills to become stronger as students move up in grade levels.

There is also a larger focus on nonfiction. For grades K-5, there is a 50/50 ratio between informational (history, social sciences, etc.) and literary texts. In grades six through 12 there is substantially increased attention to literary nonfiction.

Mathematics             

In mathematics, the standards call for a “greater focus on fewer topics.” The standards aim to narrow and deepen lessons on concepts, skills, and problemsolving depending on grade level. For example, K-2 will focus on addition and subtraction, while grades three through five will focus on multiplication and division of whole numbers and fractions.

There is an overriding theme across grades of linking topics and thinking. A standard at any grade level is designed to build upon the standard of the previous grade and act as an extension. This consistently reinforces major topics, which are used to support grade-level word problems that need mathematical applications to solve.

Finally, the mathematics standards aim to pursue conceptual understanding, procedural skills and fluency, and application with equal force. The idea is to deepen the understanding of concepts as opposed to memorizing rules. If the building blocks of complex math concepts are completely understood by students, that will eliminate degrees of future difficulty. Speed and accuracy are both to held in high importance.

What are the arguments against Common Core?

The goals of the Common Core seem to have U.S. students’ best interests at heart. So why is there so much opposition? Here’s a look at some of main challenges.

National Standards

First, some argue that the name “Common Core State Standards” is misleading. Since they have been adopted by 43 states, they are truly national standards. Detractors worry that states didn’t necessarily adopt the Common Core by choice, but were strong-armed by conditions ascribed by federal Race to the Top grants and the No Child Left Behind programs. Prior to the implementation of Common Core, all 50 states–whether on board or not–adopted NCLB or revised standards under the threat of losing federal funding.

More of the Same

Many see the Common Core as round two of No Child Left Behind. NCLB failed in both “raising academic performance and narrowing gaps in opportunity and outcomes.” This propagated the notion that American schools need to be fixed. Test results from NCLB did not meet expectations. After the first ten years, more than 50 percent of the nation’s schools were categorized as failing. Many of these same schools never received the support or resources necessary to stand a chance. In the same respect, will all schools be supplied with the needed computers required to take the Common Core tests?

Too Curriculum Based 

There are also worries that Common Core has become more curriculum based than originally intended. In the video below, a seven-year public school teacher discusses why the Common Core is not good for kids and dictates curriculum. She argues, “when the standards are tested that’s what you are going to spend your time on…[there is] no room to teach anything else.”  Her job security is based on meeting the standards. As a result, she’s concerned that the standards must be taught 100 percent of the time, and don’t allow flexibility or creativity.

She continues to argue that the material is not condensed, using the 93 elements of the third grade reading standard as an example. Her largest problem with Common Core is its age appropriateness. Although she advocates pushing students, she doesn’t believe seven year olds should be expected to master the difference between an adjective and an adverb. She labels the standards as a  “race to the middle” with “mediocre teaching.” Using a uniform approach, the faster learners are bored, while the slower learners are under immense pressure.

There is plenty of concern on the length and difficulty of the assessments as well. In the first round of distribution of the Common Core tests in New York, students, parents, and teachers strongly voiced their concerns. Many students felt immense pressure and were scared of failing, and teachers complained about the atmosphere the tests created.

Opting Out

Some children have started to opt out of the tests, often with parental support. The “opt out movement” has grown in popularity–thousands of students nationwide have chosen this route. Opt-outs protest the Common Core standards and the overemphasis on testing in public schools. There is even a National United Opt Out group comprised of parents, educators, students, and social activists. The legality of opting out seems to be a gray area, varying from state to state. In an extreme case, the Illinois State Board of Education sent a letter stating students opting out would be breaking the law and teachers refusing to administer the test would face legal consequences.

There are a variety of other arguments as well. One other concern is that corporate businesses are behind the standards to create a marketplace for Common Core resources. Others argue that electives like music and art will be sidelined. Finally, many teachers and parents don’t approve of the “one-size fits all” approach to teaching children.

Conclusion

It’s hard to say what is in store for U.S. education reform. We do need a change, but is Common Core the right one? There aren’t any studies regarding Common Core’s success to fall back on. Only time will tell. There are convincing arguments on both sides. Ultimately, everyone involved wants the same thing: U.S. students to be as educated and prepared for the world as possible.

Resources

Primary

Common Core State Standards Initiative: About the Standards

CCSSO: National Governors Association and State Education Chiefs Launch Common State Academic Standards

U.S. Department of Education: No Child Left Behind

Additional

Washington Post: The Common Core’s Fundamental Trouble

EdWeek: Ensuring U.S. Students Receive a World Class Education

U.S. News & World Report: Who is Fighting for Common Core

Truth in American Education: State Costs for Adopting and Implementing the Common Core State Standards

U.S. News & World Report: The History of the Common Core State Standards

U.S. News & World Report: The History of the Common Core State Standards

U.S. News & World Report: Opt-Out Movement About More Then Test, Advocates Say

U.S. News & World Report: Who is Fighting Against the Common Core

Why Science: A Historical Timeline of No Child Left Behind

Jessica McLaughlin

Jessica McLaughlin is a graduate of the University of Maryland with a degree in English Literature and Spanish. She works in the publishing industry and recently moved back to the DC area after living in NYC. Contact Jessica at staff@LawStreetMedia.com.

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