A Factor Analytic Model of Eighth-Grade Art Learning: Secondary Analysis of NAEP Arts Data

Abstract

NAEP surveys answered by students and school personnel as part of the visual arts assessment were considered as sets of indicators for underlying constructs. Confirmatory factor analysis was used to test a structural model presenting demographics (background characteristics), resources, and opportunities to learn categories. Factors within the three categories were found to be significantly related to dependent variables for arts achievement (responding and creating). The secondary analysis reported here embraces the rich complexity of the NAEP arts assessment, postulating that coordinated study of its vision, framework, procedures, and data has enormous potential to inform art educators and policy makers, particularly those interested in America's middle schools.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 9 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.