Examining Access and Equity in Arts Partnerships Programming: A Continuum of Impact Exploratory Study

• In Event: 29.054 - Exploring Equity and Access for Priority Populations: Learning From Students, Teachers, and Arts Partnerships

Abstract

Objectives
The paper will describe a study of arts partnerships affiliated with a “backbone” organization and their focus on assessing educational opportunity for arts education in partner school districts. It is guided by this research question: How has the “backbone” organization promoted ideas and practices that help network members to build local arts education capacity to include and support diverse learners?
Theoretical Framework
The Continuum of Impact social impact indicators serve as the theoretical framework (Americans for the Arts, 2015). Results were examined within the context of literature on arts opportunities for children with disabilities, children from low-income families, and English learners (Albert, 2006, Catterall, Dumais & Hampdon-Thompson, 2012, Doyle, 2014, Maguire, Mishook, Garcia, de Gaillande, 2013).
Methods
This exploratory, qualitative study is part of a retrospective cohort study to investigate relationships between results and actions taken over time. Constant comparison analyses were performed on 9 focus group transcripts, in three stages, open coding, axial coding and selective coding. This form of analysis allowed examination of saturation in general and across-group saturation. An independent researcher coded transcripts using a priori codes from the Continuum of Impact theoretical framework. A priori and emergent codes were then blended to determine congruent and incongruent themes.
Data sources
Nine focus group transcripts, 5 groups of randomly selected participants and 4 leader groups from arts affiliates, provided data. Each focus group had 8–15 participants who were arts administrators, teachers, and teaching artists.
Results
Results indicated variability in the data collection approaches to collect evidence of access to arts programming for priority populations. Arts partners defined access differently, making it difficult to establish trends and gaps across sites. Participants indicated the value of the backbone organization’s mapping tool to track access, but suggested more attention to specific populations and noted the support needed to leverage and facilitate change in districts. They noted the impact of being a part of a national network when advocating for intentional and systemic access in districts.
Perceptions of equity and access appeared multi-layered; both awareness and change occurred on different levels, with different facilitators and target populations. Local arts organizations were focused on working with schools on student programming and increasing access to diverse audiences and performers, but lacked a systemic perspective. Access and equity were perceived as trickle-down and intersecting processes, with the backbone organization supporting data gathering, quality analyses, mapping and strategic change management.
Significance
There has been little cross-site examination of how arts partnerships are measurably contributing to equity and access. Arts partnerships must be supported in 1) establishing clear access goals, 2) defining terms that are consistent with desired policy goals, and,3) assessing change over time. This study offers meaningful data to inform planning for arts networks. The legislation, Every Student Succeeds Act (ESSA, 2015) requires community-based needs assessments to better target funding. These data can inform documentation consistent with the indicators for ESSA funding.

Author

• Gail Burnaford, John F. Kennedy Center for the Performing Arts