Evaluating Arts-based Program Impact Through Teachers’ Perceptions: A Latent Profile Analysis

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  In Roundtable Session: Innovating Evaluation: Data-Driven Approaches to Understanding Impact

Abstract

This study used Latent Profile Analysis to uncover distinct profiles of teachers’ perceptions regarding the impact of an arts-based program across four domains: students’ 21st-century skills, teacher-student relationship, teacher job satisfaction, and school climate. The analysis included data from 750 educators across 47 schools in three U.S. states to identify perception profiles and their predictors. Two distinct profiles emerged: a high impact profile (57%) and a low impact profile (43%). Ratings across the four domains were consistent within each profile. School location significantly predicted profile membership, with teachers in suburban and rural schools significantly less likely to belong to the low impact profile than those in urban schools. Suburban schools showed the strongest negative association with the low impact profile.

Authors

• Xiaobo Wei, University of South Carolina

• Ashlee A. Lewis, University of South Carolina

• Dalisha Shingler, University of South Carolina