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Implications of the 1997 NAEP Visual Arts Data for Policies Concerning Artistic Development in America's Schools and Communities. Visual Arts Consortium

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Title: Implications of the 1997 NAEP Visual Arts Data for Policies Concerning Artistic Development in America's Schools and Communities. Visual Arts Consortium
Language: English
Authors: Diket, Read M., Sabol, F. Robert, Burton, David
Source: Online Submission. 2001.
Peer Reviewed: Y
Page Count: 111
Publication Date: 2001
Sponsoring Agency: National Center for Education Statistics (ED)
Contract Number: 902B000006
Document Type: Collected Works - General
Reports - Research
Education Level: Grade 8
Junior High Schools
Middle Schools
Elementary Education
Secondary Education
Descriptors: National Competency Tests, Visual Arts, Art Education, Factor Analysis, Academic Achievement, Grade 8, Correlation, Comparative Analysis, Differences, Regional Characteristics, Predictor Variables, High Achievement, Low Achievement, Educational Policy
Assessment and Survey Identifiers: National Assessment of Educational Progress
Abstract: A visual arts group of researchers formed in 1999 to study statistical data from the 1997 [National Assessment of Educational Progress] NAEP Arts, responding to an open invitation at the National Art Education conference in Washington, DC to compete for funding under a secondary analysis grant. The Department of Education funded three investigative plans that emerged from collaborative efforts. The primary question was, "What are the factor sets derived from 8th grade students' general and art background questionnaire responses and from school level data that are impacting visual arts achievement?" A research model (included in the report) was tested and used in hierarchical modeling, regional profiles, and quartile analysis comparing high and low achievers. Correlations were robust for the values and resources of the home, for active dialogue between parents and educators about children's school opportunities, when art classes were taught by knowledgeable and enthusiastic teachers, and when schools offered resources and meaningful experiences with art. In settings in the community not for school, the researchers looked at community and art agency settings, Regional variations suggested avenues for policy at a more particular level, as partnership needs and availability differed across the country. Comparisons of high and low quartiles provided a closer look at student performance, giving teachers insights into how to make adjustments in their curriculum and teaching. Secondary analysis of data revealed strong evidence of interrelated influences. The 1997 NAEP provided item indicators of achievement, but secondary analysis of the data revealed strong evidence of interrelated influences. The assessment, occurring at the cusp of art standards infusion, provides a benchmark against which to measure progress in visual arts education. The following are appended: (1) Visual Arts Consortium Authors; and (2) 1997 NAEP Visual Arts Secondary Analysis Recoded Variables. [Pamela K. Thorpe served as the statistical consultant.]
Abstractor: As Provided
Number of References: 136
IES Funded: Yes
Entry Date: 2017
Accession Number: ED574880
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Implications of the 1997 NAEP Visual Arts Data for Policies Concerning Artistic Development in America's Schools and Communities. Visual Arts Consortium
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  Data: National Center for Education Statistics (ED)
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  Data: A visual arts group of researchers formed in 1999 to study statistical data from the 1997 [National Assessment of Educational Progress] NAEP Arts, responding to an open invitation at the National Art Education conference in Washington, DC to compete for funding under a secondary analysis grant. The Department of Education funded three investigative plans that emerged from collaborative efforts. The primary question was, "What are the factor sets derived from 8th grade students' general and art background questionnaire responses and from school level data that are impacting visual arts achievement?" A research model (included in the report) was tested and used in hierarchical modeling, regional profiles, and quartile analysis comparing high and low achievers. Correlations were robust for the values and resources of the home, for active dialogue between parents and educators about children's school opportunities, when art classes were taught by knowledgeable and enthusiastic teachers, and when schools offered resources and meaningful experiences with art. In settings in the community not for school, the researchers looked at community and art agency settings, Regional variations suggested avenues for policy at a more particular level, as partnership needs and availability differed across the country. Comparisons of high and low quartiles provided a closer look at student performance, giving teachers insights into how to make adjustments in their curriculum and teaching. Secondary analysis of data revealed strong evidence of interrelated influences. The 1997 NAEP provided item indicators of achievement, but secondary analysis of the data revealed strong evidence of interrelated influences. The assessment, occurring at the cusp of art standards infusion, provides a benchmark against which to measure progress in visual arts education. The following are appended: (1) Visual Arts Consortium Authors; and (2) 1997 NAEP Visual Arts Secondary Analysis Recoded Variables. [Pamela K. Thorpe served as the statistical consultant.]
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  Data: ED574880
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 111
    Subjects:
      – SubjectFull: National Competency Tests
        Type: general
      – SubjectFull: Visual Arts
        Type: general
      – SubjectFull: Art Education
        Type: general
      – SubjectFull: Factor Analysis
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Grade 8
        Type: general
      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Comparative Analysis
        Type: general
      – SubjectFull: Differences
        Type: general
      – SubjectFull: Regional Characteristics
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: High Achievement
        Type: general
      – SubjectFull: Low Achievement
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      – SubjectFull: Educational Policy
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      – SubjectFull: National Assessment of Educational Progress
        Type: general
    Titles:
      – TitleFull: Implications of the 1997 NAEP Visual Arts Data for Policies Concerning Artistic Development in America's Schools and Communities. Visual Arts Consortium
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              Type: published
              Y: 2001
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            – TitleFull: Implications of the 1997 NAEP Visual Arts Data for Policies Concerning Artistic Development in America's Schools and Communities. Visual Arts Consortium
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