Arts Engagement

Growing in an arts-rich environment during students’ time in secondary school has benefits that extend to their higher education. High school students who had high levels of arts engagement were 19% more likely to aspire to college than were students with less arts engagement (Catterall 14). 71% of students with a low socioeconomic status who had arts-rich experiences attended some sort of college after high school, compared to only 48% of the low-arts students. 22% more high-arts students from the low socioeconomic group, compared with low-arts students in that group, attended a four-year college (10). Arts-engaged high school students enrolled in competitive colleges at a 15% higher rate than did low arts-engaged students (15). Students

Yes, some schools do have a strong artistic department; but more schools, especially those in areas serving low income families where money must be carefully spent, choose the arts as the first program to go when changes must be made to keep the school open. Studies have been conducted to view the extent of these cuts, both on a national and statewide level. The Center on Education Policy found cuts in the amount of time spent teaching the arts in 30% of school districts with at least one underperforming elementary school (Dwyer 31). The National Center for Education Statistics reported that 12% of public secondary schools offered dance instruction during 2008-2009 (Parsad and Spiegelman 43). Of those schools, 57% offered 1-2 courses, 30% offered 3-4 courses, and 13% offered 5+ courses (44). For theatre instruction, 45% of public secondary schools stated that they offered drama in the 2008-09 school year. The percentage significantly decreases in schools with the highest poverty concentration at 28% compared to schools with lower concentrations of poverty at 41-56% (49). Of the schools offering drama classes, 63% offered 1-2 courses, 26% offered 3-4 courses, and 11% 5+ courses. Another statistic to consider is of these secondary schools, 52% reported dedicated rooms with special equipment as the primary space for instruction in the subject. 22% reported the use of dedicated rooms with no special equipment, 22% used gymnasiums, and 4% used other spaces (50). For theatrical productions, many looks can be achieved by special lighting or sound equipment, but only half of schools have these. While some students may not feel comfortable presenting themselves onstage, working backstage in the technical booth gives them a chance to participate in shows, as well. That opportunity is not available,