Acesso à educação de artes no ensino médio: Porque a participação dos alunos é tão importante quanto à disponibilidade do Curso

There is renewed interest in the role of arts education in the curriculum of U.S. public schools not only because of the intrinsic value of the arts and its believed impact on achievement, but because cultivating creativity is thought to promote innovation and fuel economic growth. Still, we know little about basic access to arts education. Using individual-level administrative data from The University of Texas at Dallas Education Research Center (UTD-ERC), we develop several distinct indices of access to identify high schools rich in the arts. We find that high schools offering an extensive number of courses in the arts do not necessarily enjoy high rates of student participation. Policymakers who examine access based only on course counts in the arts will identify predominately large, non-rural high schools as having arts-rich environments. Evaluating arts programs along a single dimension, as is common in federal reports and other studies, fails to provide an accurate representation of access to arts education. Any examination of access to arts education should jointly consider course availability and student engagement in the arts. Policymakers can follow our approach and develop similar indices to assess the current state of arts education in their states.Existe un renovado interés en el papel de la educación artística en el currículo de las escuelas públicas de Estados Unidos, no sólo por el valor intrínseco de las artes y su impacto en el rendimiento, sino porque el cultivo de la creatividad se cree promueve la innovación y el crecimiento económico. Sin embargo, sabemos muy poco sobre el acceso básico a la educación artística. Utilizando los datos administrativos a nivel individual del Centro de Investigación en Educación de la Universidad de Texas en Dallas (UTD-ERC), desarrollamos varios índices de acceso para identificar las escuelas secundarias con mayor acceso a las artes. Encontramos que las escuelas secundarias que ofrecen un gran número de cursos de artes no disfrutan necesariamente de altas tasas de participación de los estudiantes. Las autoridades que examinan acceso basado únicamente en número de cursos de arte identificarán las escuelas secundarias predominantemente grandes, en zonas no rurales, como poseedoras de ambientes ricos en arte. La evaluación de los programas de arte en una sola dimensión, como es común en los informes federales y otros estudios, no proporcionan una representación precisa del acceso a la educación artística. Cualquier examen de acceso a la educación artística debe considerar conjuntamente disponibilidad del curso y la participación del estudiante en las artes. Los políticos pueden seguir nuestro enfoque y desarrollar índices similares para evaluar el estado actual de la educación artística en sus estados.Há um interesse renovado no papel da educação de artes no currículo das escolas públicas dos Estados Unidos, não só por causa do valor intrínseco das artes e seu acreditável impacto no sucesso, mas porque cultivar a criatividade é considerado promover a inovação e servir como combustível no crescimento econômico. Ainda assim, nós sabemos pouco sobre o acesso básico à educação de artes. Usando dados administrativos a nível individual na Universidade de Texas no Centro de Pesquisa Educação Dallas (UTD-ERC), nós desenvolvemos vários índices distintos de acesso para identificar escolas de ensino médio ricas em artes. Nós achamos que escolas de ensino médio que oferecem uma extensa série de cursos em artes não necessariamente desfrutam de altos índices de participação dos alunos. Os legisladores, que examinam o acesso com base apenas na contagem de cursos de artes identificará predominantemente grandes escolas de ensino médio, não-rurais como tendo ambientes ricos em artes. Avaliação de programas de artes ao longo de uma única dimensão, como é comum em relatórios federais e outros estudos, não fornecem uma representação precisa do acesso à educação de artes. Qualquer exame de acesso à educação de artes deve considerar em conjunto a disponibilidade do curso e o envolvimento dos alunos nas artes. Os formuladores de políticas podem seguir nossa abordagem e desenvolver índices semelhantes para avaliar o estado atual da educação de artes em seus estados

The Advanced Placement Expansion of the 1990s:How Did Traditionally Underserved Students Fare?

The College Board’s Advanced Placement (AP) Program, which allows students to take college-level courses while in high school, enjoyed tremendous growth in the 1990s. Despite overall growth, small rural schools and high poverty schools continue to offer relatively few AP courses, and black, Hispanic, and low income students remain grossly underrepresented in AP classes. During the 1990s, AP incentive programs primarily subsidized test fees for low income students, but this provided no incentive for low income and rural schools to expand their AP course offerings and did nothing to strengthen the weak academic preparation of low income, black and Hispanic students. Recent federal funding changes provide a step in the right direction by supporting a comprehensive approach to increasing the AP access and participation of traditionally underserved students

BEYOND TEST SCORES: THE IMPACT OF BLACK TEACHER ROLE MODELS ON RIGOROUS MATH TAKING

Rigorous math has a positive impact on ultimate educational attainment and earnings, but black high school students enroll in advanced math classes at low rates. Curriculum choice is determined by prior academic achievement and expectations for future schooling, both of which can be influenced by role models. This article finds that increasing the percentage of math teachers who are black has a nontrivial, positive impact on the likelihood that a black geometry student will enroll in a subsequent rigorous math course. This race-based role model effect occurs only for opposite-sex student/teacher matches. Copyright 2005 Western Economic Association International.

Does Concurrent Enrollment Program Improve Time-To-Degree and Wages? A Study to Inform the Scale-up of Colorado's Concurrent Enrollment Programs Act

This study serves to inform Colorado’s understanding of concurrent enrollment as a driver of efficiency in getting to an on-time postsecondary credential. High school students that participate in the Colorado's concurrent enrollment program may enroll tuition-free in postsecondary courses and earn college credits that are transferable to any Colorado public university

The Effects of Placement and School Stability on Academic Growth Trajectories of Students in Foster Care

As a result of the Every Student Succeeds Act and its requirement that students in foster care be included in education report cards, states have a renewed sense of urgency surrounding accountability for the academic achievement of this vulnerable group of students. This study examined the effects of placement and school stability on students\u27 academic growth before, during, and after out-of-home placements. The sample consisted of 7674 youth in 4th through 10th grades from one Mountain region state who were also in foster care at any point between 2008 and 2014. The findings from the current study underscore the importance of: (a) supporting “catch-up” growth when students initially enter the child welfare system; (b) considering the detrimental effects of co-occurring placement changes and school moves in case planning for students in foster care; (c) maintaining academic progress for those students who are meeting grade-level expectations; and, (d) implementing supports and services that extend beyond the duration of time that students are in foster care

Dried Distillers Grains Supplementation of Calves Grazing Corn Residue

Dried distillers grains (DDGS) were fed to weanling steer calves grazing nonirrigated corn residue to determine daily gain response and residue intake response to increasing levels of DDGS (from 1.5 to 6.5 lb/day in 1 lb increments). The DDGS was fed individually using Calan electronic gates. Daily gain increased from 0.9 (1.5 lb DDGS) to 1.8 (6.5 lb DDGS) lb/day . Forage intake decreased from 11.3 (1.5 lb DDGS) to 8.3 (6.5 lb DDGS) lb/day . Results provide information for selecting a DDGS supplementation level to achieve a target gain

Dried Distillers Grains Supplementation of Calves Grazing Corn Residue

Dried distillers grains (DDGS) were fed to weanling steer calves grazing nonirrigated corn residue to determine daily gain response and residue intake response to increasing levels of DDGS (from 1.5 to 6.5 lb/day in 1 lb increments). The DDGS was fed individually using Calan electronic gates. Daily gain increased from 0.9 (1.5 lb DDGS) to 1.8 (6.5 lb DDGS) lb/day . Forage intake decreased from 11.3 (1.5 lb DDGS) to 8.3 (6.5 lb DDGS) lb/day . Results provide information for selecting a DDGS supplementation level to achieve a target gain