Encouraging Discussion Among Educators With Data From Secondary Analysis of NAEP Arts 1997, 2008, 2016

• In Event: 34.063 - Art Education: Policies, Impacts, and Developments

Abstract

The paper leverages findings from NAEP Arts examined over a twenty year period. Theoretical frameworks include NAEPs organizing framework for arts achievement at 8th), syntheses of meta-analyses relating to achievement, and research on literacy in communicative and visual arts. Mixed methods research informs the paper with statistical analyses, questionnaire responses associated with NAEP sources and FRSS responses from arts teachers. NAEP work was explored in webinars with two other major studies of engineering and achievement and museum visitation outcomes. Authors conclude that publications to date have failed to excite the field because educators do not fully appreciate the statistical weight of findings from NAEP, and theoretical/statistical valuations of achievement are underrated in the current curricular discussions and public opinion.

Authors

• Read M. Diket, William Carey University

• Richard E. Siegesmund, Northern Illinois University

• Lihua Xu, Western Carolina University