The Effects of High-Stakes Testing Policy on Arts Education

Abstract

This study examined high-stakes test scores for 37,222 eighth grade students enrolled in music and/or visual arts classes and those students not enrolled in arts courses. Students enrolled in music had significantly higher mean scores than those not enrolled in music (p < .001). Results for visual arts and dual arts were not as conclusive. Further research is required to determine the effectiveness of academic remediation held during the instructional day that thereby denies arts instruction to students. The practice of recommending that students devote more time to English and math in lieu of music should be evaluated.

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