Amid the high-stakes testing environments in today’s schools, we argue that
high-quality arts int... more Amid the high-stakes testing environments in today’s schools, we argue that high-quality arts integration positively infl uences student academic achievement. Drawing on a longitudinal study of an intensive multi-art integration model implemented in public elementary schools in the Los Angeles area, we found consistent and signifi cant gains in student profi ciency on standardized tests of English Language Arts when compared to matched comparison school sites with standalone arts programming.
Amid the high-stakes testing environments in today’s schools, we argue that
high-quality arts int... more Amid the high-stakes testing environments in today’s schools, we argue that high-quality arts integration positively infl uences student academic achievement. Drawing on a longitudinal study of an intensive multi-art integration model implemented in public elementary schools in the Los Angeles area, we found consistent and signifi cant gains in student profi ciency on standardized tests of English Language Arts when compared to matched comparison school sites with standalone arts programming.
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high-quality arts integration positively infl uences student academic achievement.
Drawing on a longitudinal study of an intensive multi-art integration
model implemented in public elementary schools in the Los Angeles area, we
found consistent and signifi cant gains in student profi ciency on standardized
tests of English Language Arts when compared to matched comparison school
sites with standalone arts programming.
high-quality arts integration positively infl uences student academic achievement.
Drawing on a longitudinal study of an intensive multi-art integration
model implemented in public elementary schools in the Los Angeles area, we
found consistent and signifi cant gains in student profi ciency on standardized
tests of English Language Arts when compared to matched comparison school
sites with standalone arts programming.