Discussing Educational Policy and Implications of Efficacy in the Arts as School Subject Areas: NAEP to Teacher-Made Assessment to Subject Area Growth

Session Submission Type: Symposium

Abstract

Symposium panelists and discussant present statistical and qualitative analyses of NAEP Arts 2008 data from two arts subject areas, music and visual art. Due to financial limitations and program availability for national study, theatre and dance opportunities were queried by school questionnaires but not tested for art form achievement in 2008. The interval between art tests corresponds to major demographic changes in our society, and that, too, provides an opportunity to uncover how artistic understanding follows from affiliation within one’s micro culture interacting with expectations originating within a macro culture. Eighth grade represents a threshold, a tipping point, for adulthood understandings about a subject area and students’ proclivities to reflect on and create artistic forms.

Sub Unit

• SIG-Arts and Learning

Chair

• Read M. Diket, William Carey University

Papers

• Questions About Arts Learning That National Assessment of Educational Progress Can Help Answer - Read M. Diket, William Carey University

• Policy Power: Teacher Assessment and NAEP Exemplars - Thomas Brewer, University of Central Florida

• How NAEP Data Explain Aspects of Arts Learning - Lihua Xu, University of Central Florida

• The So-Called Achievement Gap Between White and Black Students on 2008 NAEP Visual Arts Assessment - Deitra Rena Davis, William Carey University

Discussant

• Emmanuel Sikali, U.S. Department of Education