The Status of Arts Assessment in the United States

2019 ◽  
pp. 56-94
Author(s):  
Marcia McCaffrey ◽  
Linda Lovins
Keyword(s):  
No Child Left Behind ◽  
The United States ◽  
Policy And Practice ◽  
Media Arts ◽  
The Arts ◽  
State Education ◽  
The Status ◽  
Education Agency ◽  
State And Local ◽  
Arts Assessment

Based on data gathered from members of SEADAE, the State Education Agency Directors of Arts Education, the authors report on current priorities and practices in dance, media arts, music, theatre, and visual arts assessment in states across the nation and in Department of Defense schools around the world. With the 2014 publication of the National Core Arts Standards and the then-impending replacement of No Child Left Behind (NCLB) by the Every Student Succeeds Act of 2015 (ESSA), it became clear that conditions and resources at national and state levels had undergone significant change since the completion of the 2008 SEADAE study of arts assessment practices. New questions relative to current policy and practice needed to be addressed in order to inform the approach to and development of state and local assessment in the arts, the outcomes of which must inform and raise the quality of instruction in today’s arts classrooms.

A Snapshot of RTI Implementation a Decade Later: New Picture, Same Story

2020 ◽  
Vol 53 (5) ◽  
pp. 332-342
Author(s):  
Sheri Berkeley ◽  
David Scanlon ◽  
Tessie R. Bailey ◽  
Jason C. Sutton ◽  
Donna M. Sacco
Keyword(s):  
Special Education ◽  
Critical Role ◽  
Policy And Practice ◽  
Multiple Systems ◽  
State Education ◽  
Rti Implementation ◽  
Education Agency ◽  
Tiered System ◽  
Major Trend ◽  
State And Local

Response to intervention (RTI) has evolved from its first decade of implementation. Because states guide and regulate policy and practice at the state and local education agency levels, it is important to understand their critical role in RTI implementation. A systematic review of all 50 state education agency websites was conducted to provide an updated “snapshot” of states’ interpretation of RTI a decade after IDEA regulations were finalized. Findings revealed substantive progress towards developing approaches to systematic supports to students, with a major trend in adoption of multi-tiered system of support (MTSS) models. Findings also documented continued variation in how states are communicating about tiered systems on such matters as the roles of tiered systems in schoolwide prevention frameworks, meeting special education requirements, and aligning multiple systems within schools. Implications for special education services for students with learning disabilities are discussed.

Pointing to the Future

1995 ◽  
Vol 36 (2) ◽  
pp. 83-87
Author(s):  
Lorraine A. Brown
Keyword(s):  
The United States ◽  
Federal Theatre Project ◽  
American Theater ◽  
National Theatre ◽  
The Arts ◽  
National Theater ◽  
The Status ◽  
Federal Theatre ◽  
The Relationship ◽  
Considerable Body

As many historians of American theater and culture know, the Fenwick Library of George Mason University (GMU) became the home in 1974 to a major collection of Federal Theatre Project (FTP) materials. As many researchers also know, some FTP material was removed from GMU to the Library of Congress in the fall of 1994. In this essay, I will bring Theatre Survey's readers up to date on the status of the FTP collection, which, because of its continuing development over two decades, houses not only a considerable body of FTP material but also early records of the American National Theatre and Academy (ANTA). ANTA in its earliest days was a worthy successor to the FTP in the drive to have a national theater in the United States. Since 1980, all of these holdings have been an integral part of the Center for Government, Society and the Arts (CGSA) at GMU. CGSA has been the site of many activities exploring the relationship between our government and the arts, ranging from conferences on theater and cultural studies to our own theatrical productions of FTP materials, some of which I will outline here.

Arts Education as a Vehicle for Social Change: An Empirical Study of Eco Arts in the K-12 Classroom

2017 ◽  
Vol 33 (2) ◽  
pp. 61-80 ◽  
Author(s):  
Jeniffer Sams ◽  
Doreen Sams
Keyword(s):  
No Child Left Behind ◽  
Arts Education ◽  
Creative Thinking ◽  
The United States ◽  
Self Report ◽  
Future Research ◽  
Bottom Line ◽  
The Arts ◽  
K 12

AbstractArts education has been part of the United States K-12 educational system for over a century. However, recent administrative policy decisions addressed theeconomic bottom lineand the 1983 report,A Nation at Risk, and complied with theNo Child Left Behind (NCLB) Act of 2001(U.S. Department of Education, 2001). These decisions resulted instandardisationof both core curricula and testing, leaving arts programs to function in a diminished capacity, curtailing both individuality and creative thinking. This study unpacks the role of the arts as change agents with the ability to: address current discourse; question ideologies and culture; convey complex problems in artistic form; engage the viewer in aesthetics; provide a perspective not found in regimented thinking; and empower creative problem solvers. This work also highlights the role of eco-art as a medium for addressing complex environmental challenges. The study also empirically examines, through a self-report survey, K-12 arts educators’ perceptions of integrating eco-arts into curricula. Findings revealed respondents’ desire to integrate eco-arts into the arts curricula and identified the most significantly perceived barriers to integration, as well as the role of policy on practicality. The authors also identify the study's limitations and recommend areas for future research.

Legal and Policy Pathways of Climate Change Adaptation: Comparative Analysis of the Adaptation Practices in the United States, Australia and China

2018 ◽  
Vol 7 (2) ◽  
pp. 347-373 ◽  
Author(s):  
Xiangbai He
Keyword(s):  
Climate Change ◽  
United States ◽  
Climate Change Impacts ◽  
The United States ◽  
Legal Framework ◽  
Climate Politics ◽  
The Status ◽  
Executive Action ◽  
State And Local ◽  
Laws And Policies

AbstractTo successfully respond to climate change impacts, it is imperative that governments structure adaptation laws and policies around their country’s existing legal framework. The United States (US), China, and Australia have all made adaptation attempts through legislative, executive, and judicial action. However, because the systems of law and governance of the three countries differ, the ways in which adaptation issues are managed vary. State and local adaptation planning functions as the leading adaptation pathway in the US, whereas in Australia judicial intervention is more influential than executive action. By contrast, China relies primarily on policy to manage adaptation issues. This article argues that the differences in adaptation responses are the result of a complex combination of factors, which include climate politics and awareness of adaptation, the status of environmental principles, and the role of the judiciary. This analysis helps in identifying the opportunities and barriers associated with different adaptation solutions, and also contributes to cross-jurisdictional learning.

The Arts in Health: Implications for Artistic and Health Practice, Policy Development, Education and Training

1995 ◽  
Vol 1 (1) ◽  
pp. 66 ◽  
Author(s):  
Libby Woodhams
Keyword(s):  
Policy Development ◽  
Vital Role ◽  
Federal State ◽  
Policy And Practice ◽  
Development Education ◽  
Art Programs ◽  
Australian Health ◽  
The Arts ◽  
Art Practices ◽  
State And Local

Although there have been art programs in some Australian health care settings for a number of years they are neither an integral part of health policy or practice, nor of arts policy and practice. A fuller appreciation of what it means to be a person might illustrate why art practices in health settings provide so many, often uncomfortable, challenges to long held assumptions that patients should be passive and accepting, whereas art practices expect them to be active, moral, self defining agents. What is required is collaboration and co-operation at federal, state and local levels between departments and organisations in the arts, health and education, so that the arts might regain their vital role in the care of the sick and in the health of our communities.

School Counselor Advocacy Recommendations for Policy and Practice for and With LGBTQ+ Youth

2021 ◽  
pp. 109-120
Author(s):  
Haley D. Wikoff ◽  
Matthew J. Beck ◽  
Susannah M. Wood
Keyword(s):  
United States ◽  
Sexual Orientation ◽  
School Counselors ◽  
School Counselor ◽  
The United States ◽  
Policy And Practice ◽  
Lgbtq Youth ◽  
Unique Position ◽  
State And Local ◽  
And Gender

LGBTQ+ youth experience increased levels of bullying, harassment, and discrimination in schools. Many states in the United States have state and local policies that are designed to protect both the sexual orientation and gender identity of students, however there are still a handful of states without these protections in place. School counselors are in a unique position to advocate for safe and inclusive environments for LGBQ+ youth.

This American Voice

2019 ◽  
pp. 95-123
Author(s):  
Tom McEnaney
Keyword(s):  
United States ◽  
The United States ◽  
The Other ◽  
Public Radio ◽  
American Life ◽  
The Past ◽  
The Arts ◽  
New Radio ◽  
The Status ◽  
Cultural Shifts

Over the past seventeen years This American Life has functioned, in part, as an investigation into, and representation and construction of an American voice. Alongside David Sedaris, Sarah Vowell, Mike Birbiglia, and the panoply of other odd timbres on the show, Glass’s delivery, pitch, and tone have irked and attracted listeners. Yet what began as a voice on the margins of public radio has become a kind of exemplum for what new radio journalism in the United States sounds like. How did this happen? What can this voice and the other voices on the show tell us about contemporary US audio and radio culture? Can we hear the typicality of that American voice as representative of broader cultural shifts across the arts? And how might author Daniel Alarcón’s Radio Ambulante, which he describes as “This American Life, but in Spanish, and transnational,” alter the status of these American voices, possibly hearing how voices travel across borders to knit together an auditory culture that expands the notion of the American voice?

Development of a National Physical Activity Plan for the United States

2014 ◽  
Vol 11 (3) ◽  
pp. 463-469 ◽  
Author(s):  
Daniel B. Bornstein ◽  
Russell R. Pate ◽  
David M. Buchner
Keyword(s):  
Physical Activity ◽  
Private Sector ◽  
The United States ◽  
Evidence Base ◽  
Lessons Learned ◽  
Policy And Practice ◽  
National State ◽  
State And Local ◽  
Local Levels ◽  
National Physical Activity

Background:Efforts to increase population levels of physical activity are increasingly taking the form of strategic plans at national, state/regional, and local levels. The processes employed for developing such plans have not been described previously. The purpose of this article is to chronicle the processes employed in and lessons learned from developing the US National Physical Activity Plan (NPAP).Methods:The Coordinating Committee oversaw development of the NPAP. Key steps in the process included creating a private–public coalition based in the private sector, organizing the NPAP around 8 societal sectors, reviewing the evidence base for promotion of physical activity in each sector, conducting a national conference to initiate development of the NPAP’s core content, ensuring broad participation in developing and refining the NPAP, and launching the NPAP through a press event that attracted national attention.Results and Conclusion:The 3-year effort to develop the NPAP was guided by a private–public collaborative partnership involving private sector organizations and government agencies. Launched in May 2010, the NPAP included more than 250 evidence-based recommendations for changes to policy and practice at the national, state, and local levels across 8 societal sectors.

Educational Transitions in the United States: Reflections on the American Dream

2012 ◽  
Vol 7 (4) ◽  
pp. 465-479
Author(s):  
Paul T. Crawford
Keyword(s):  
United States ◽  
National Security ◽  
Social Inclusion ◽  
American Dream ◽  
The United States ◽  
Status Quo ◽  
Individual Choice ◽  
Educational Transitions ◽  
Policy And Practice ◽  
The Status

Education involves socialization so that individuals become productive members of society. At present, in the United States, educational transitions are primarily viewed in terms of their location in an outcomes-oriented process and framed as helping people achieve the American Dream, but in terms of the status quo national economic interest. But what about US residents who are unwilling to accommodate this particular worldview or its component ethos? Current conceptualizations of educational transitions in the United States favour economic efficiency and national security. However, new demographic realities will necessitate a revised notion of national security, one that is based on social inclusion. Consider, for example, the burgeoning Latino population in the United States. Will the current offer of education remain as valid in 2020 or 2050 when the nation has become a patchwork of minority populations? Individual choice at the moment of educational transition in the United States is increasingly framed as a zero-sum calculus: conform to the status quo or risk marginalization. The educational system is being co-opted by narratives associated with standard gross domestic product (GDP) metrics. The metrics used to guide and warrant educational policy and practice need to be widened so that educational assessment is based on the ‘context of human lives’. Despite an uneven record of cultural and ethnic injustice, the United States has narrative-based resources that support social inclusion. At the heart of the nation's orienting narrative is a quandary: how to balance a sense of manifest destiny with an understanding that our future is uncertain and sustainable only by joining many human capabilities?

Open Access in the USA: A Ridiculously Brief and Hopelessly Incomplete Overview

2017 ◽  
Vol 45 (1) ◽  
pp. 42-44 ◽  
Author(s):  
Mark Engsberg
Keyword(s):  
United States ◽  
Open Access ◽  
Federal Republic ◽  
Federal Government ◽  
The United States ◽  
Federal State ◽  
Policy And Practice ◽  
The Usa ◽  
State And Local ◽  
The Many

Open access (OA) in the United States is similar to a crazy quilt. There is a patchwork of OA policy and practice among the many federal, state, and local jurisdictions in the United States, as well as individual policies and practices in individual institutions, whether those are academic, business, or governmental. By way of a reminder, the United States is a federal republic consisting of 50 states, plus Washington, D.C., five major territories, and various possessions. Most readers know that already, but what one should also understand is that each of the states and territories has its own policies with respect to OA, as does the Federal government.

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