Turnaround Arts Initiative Summary Of Key Findings
Turnaround Arts InitiativeSummary of Key Findings
The EvaluationThe two-year evaluation of Turnaround Arts was conducted by Booz Allen Hamilton. It wasled by a Principal Investigator from the University of Chicago Urban Education Institute andsupported by a Research Associate trained in evaluating arts integration. The evaluationcaptured descriptive aspects of the use of high-quality and integrated arts education andanalyzed outcome data to understand the impact of the use of the arts as a part of schoolturnaround. The evaluation drew upon diverse data including surveys, classroom observation,interviews, focus groups, document review, and analysis of student achievement, disciplineand attendance data.ACKNOWLEDGMENTSEvaluation Report prepared by:Sara Ray Stoelinga, Urban EducationInstitute, University of ChicagoYael Silk, Silk Strategic ArtsPrateek Reddy, Booz Allen HamiltonNadiv Rahman, Booz Allen HamiltonTurnaround Arts Program Staff:Kathy Fletcher, Program DirectorKaty Mayo-Hudson, Project Specialist/Implementation CoordinatorHannah Kehn, Implementation CoordinatorAnthony Barbir, Program CoordinatorBooz Allen Hamilton team:Loren AbsherAmrita BanerjeeKatie JoyceBeth Kanter-LeibowitzSpecial thanks to Booz Allen Hamilton and theNAMM Foundation for their support of thisresearch and evaluation.
Turnaround Arts InitiativeSummary of Key FindingsIn 2014, the Turnaround Arts initiative completed an evaluation reportcovering two years of program implementation. The final reportprovides a description and analysis of program impacts in the pilotcohort of 8 Turnaround Arts schools by the end of their second year.This includes summaries of program operation and implementationpractices and outcomes in school reform indicators and studentachievement data. In this brief, we provide an overview of key findingsfrom the broader evaluation report. The full report can be foundat: pcah.gov.President’s Committee on the Arts and the Humanities 1
BackgroundTurnaround Arts is a public-private partnership that aims totest the hypothesis that strategically implementing high-qualityand integrated arts education programming in high-poverty,chronically underperforming schools adds significant value toschool-wide reform.The program sits within the larger context of the national school reform landscape in theUnited States, in which it has become evident that improving outcomes in the lowest-performingschools is among the most significant challenges we face. These lowest-performing schoolsare characterized by high teacher and principal turnover, low levels of trust among adults,significant disciplinary issues, and low attendance. They are disproportionately schools thatserve low-income students of color.The premise of Turnaround Arts is that, used strategically within this context, arts educationofferings can provide school leadership with powerful levers to support the turnaround process.In particular, the program focuses on improving school climate and culture, deepening instruction,and increasing student and parent engagement, as a pathway to improved academic achievement.As part of the Turnaround Arts program, all schools received intensive arts educationresources and expertise, including professional development, school-wide strategic planning,principal coaching, partnerships with local arts education and cultural organizations,community engagement events, arts supplies, musical instruments, and the involvementof high-profile artists.Arts educationofferings canprovide schoolleadership withpowerful leversto support theturnaroundprocess.2 President’s Committee on the Arts and the Humanities
Turnaround Arts SchoolsTurnaround Arts schools serve diversepopulations, span the country, exist inurban and rural settings, and representboth traditional public and charter schools.All Turnaround Arts schools were part ofa larger pool of schools receiving SchoolImprovement Grants (SIG), large 3-yearfederal grants that target the bottom fivepercent of schools in each state and mandaterelatively prescriptive intervention models.Schools were competitively selected fromnominations solicited from state and municipalauthorities, in coordination with the U.S.Department of Education.124356278134ReNew CulturalArts AcademyNew Orleans, LAFindley ElementarySchoolDes Moines, IALame Deer MiddleSchoolLame Deer, MTMartin Luther King,Jr. SchoolPortland, ORGrade Level PK-8Grade Level PK-5Grade Level 7, 8Grade Level K-8Race and Ethnicity99% African American1% OtherRace and Ethnicity30% Caucasian30% African American30% Latino10% OtherRace and Ethnicity99% American Indian1% OtherRace and Ethnicity46% African American32% Latino10% Caucasian2% Asian10% OtherEnrollment 600Free and ReducedLunch 99%Enrollment 325Enrollment 90Free and ReducedLunch 100%Free and ReducedLunch 94%5Noel Community ArtsDenver, COGrade Level 6, 7Race and Ethnicity58% Latino32% African American6% Other4% CaucasianEnrollment 360Free and ReducedLunch 88%6Enrollment 331Free and ReducedLunch 90%78Orchard GardensK-8 Pilot SchoolBoston, MARoosevelt ElementarySchoolBridgeport, CTSavoy ElementarySchoolWashington, DCGrade Level K-8Grade Level K-8Grade Level PK-5Race and Ethnicity50% Latino45% African American2% Caucasian1% Asian2% OtherRace and Ethnicity51% Latino42% African American4% Caucasian2% Asian1% OtherRace and Ethnicity98% African American2% OtherEnrollment 857Enrollment 590Free and ReducedLunch 100%Free and ReducedLunch 100%Enrollment 408Free and ReducedLunch 92%Turnaround Arts Initiative – Summary of Key Findings 3
The Turnaround Arts PillarsTurnaround Arts is built on the principle that schools seeking to use the arts as part of asuccessful turnaround must: 1) build a high-quality arts education program with the followingpillars as core assets; and 2) must intentionally mobilize those assets to target larger schoolobjectives. The pillars are described below:1234PRINCIPALwho is a leader and advocate for the arts program, bothinternally and externally, and drives its integration with largerschool-wide strategy.ARTS SPECIALISTSon staff providing sequential, standards-based instruction duringthe school day on a frequent and regular basis to all students.CLASSROOM TEACHERS(non-arts) integrating arts into other core content instructionat varying levels of depth and collaborating and cross planningwith arts educators.TEACHING ARTISTS ANDCOMMUNITY ARTORGANIZATIONSworking regularly with students and teaching staff to enrich andenhance learning in alignment with school needs.4 President’s Committee on the Arts and the Humanities
Each school entered the program with a commitment to arts education and assets insome of these pillars. As a result of the program, school leadership at Turnaround Artsschools received intensive arts education resources and expertise to further developthese pillars and deploy them strategically to enhance and support broader school goals.5678DISTRICT, PARENTSAND COMMUNITYwho are supportive of, involved in, and engaged with thearts at school.STRATEGIC ARTS PLANNINGon an ongoing basis that included a needs assessment, aStrategic Arts Plan, shared leadership, a communicationsstrategy, connections between arts education resources andlarger school challenges, and evaluation and assessment.PROFESSIONAL DEVELOPMENTin the arts and arts integration as an ongoing, regularlyscheduled activity.SCHOOL ENVIRONMENTthat celebrates creativity and artistic achievement, includingperformances and exhibitions by students and physical spacesor displays.Turnaround Arts Initiative – Summary of Key Findings 5
FINDINGSProgram ImplementationThe evaluation report provides a snapshot of the strategic mobilization of the pillarsand the use of the arts in classrooms. The report articulates the following findings:» High prevalence of arts resources in Turnaround Arts schools.Turnaround Arts schools have a broad spread of arts education programming thatis not common in comparable high-poverty, low-performing schools. Students arebeing exposed to a variety of arts disciplines for a significant amount of time.» High prevalence of the use of the arts in non-arts classrooms.Information collected on a log of teacher instructional practice and throughclassroom observations revealed a high prevalence of the use of the arts innon-arts classrooms, in connection with other subject matter content.» Intentional development of the pillars as a lever for schoolimprovement. Looking across Turnaround Arts schools, there was evidenceof deep application of the pillars. Different Turnaround Arts schools focusedintentionally on particular pillars as levers for school improvement.» Evidence of strategic mobilization of the arts toward larger schoolimprovement goals. School leaders and teachers creatively mobilized thearts toward larger school improvement goals. Leaders and teachers were able toarticulate the ways in which they were using the arts to improve school outcomes,and examples of this mobilization were evident.» Relationships between implementation of Turnaround Arts andbroader school improvement outcomes. Schools that exhibited higherlevels of implementation of arts education generally had higher levels of schoolimprovement on other indicators.Teacher Practice in Arts IntegrationThe vast majority of those who completed the teacher log survey reported teachingthe arts in their classroom in connection with other non-arts subject mattercontent. Eighty-five percent reported they had taught a lesson that included thearts during the 2013-14 school year, and nearly 70 percent had used the arts in alesson within two weeks prior to completing the teacher log. Only 15 percent ofteachers reported they had not included the arts in their instruction.6 President’s Committee on the Arts and the Humanities
85%of all teachers atTurnaround Artsschools reportintegrating thearts in theirclassrooms overthe school year.Turnaround Arts Initiative – Summary of Key Findings 7
FINDINGSProgram ImpactTo measure program impact of Turnaround Arts, the evaluation team drew upon a widerange of data, including standardized test data and other school improvement indicators(attendance, disciplinary action, and teacher perceptions). In this section, we summarizehigh-level findings from the final evaluation report.Student AchievementBetween 2011 and 2014, Turnaround Arts schools demonstrated significant progress instudent achievement. Although not all schools progressed at the same rate across bothmath and reading proficiency, most Turnaround Arts schools made substantial improvement:17 86 88 87 OUT OF THE 8 SCHOOLSimproved their readingproficiency rates6 OUT OF THE 8 SCHOOLSimproved their mathproficiency ratesEVERY SCHOOLimproved in eitherreading or math323 OF THE SCHOOLShad double digit point-gains infor math proficiency ratesAND 2 OF THE SCHOOLShad similar gains inreading proficiency ratesIn terms of average improvement, from 2011 to 2014,Turnaround Arts schools demonstrated a22.55% 12.62%improvement inMATHproficiencyimprovement inREADINGproficiency1Across 2011-2014, there are 3 data points that are missing across the 8 schools. One was not in existence in 2011 and therefore is missingthe 2011 data point. Two were in states that piloted the Common Core State Standards assessments in 2014. Because these were pilotassessments, the states did not report out data for 2014. For these 3 schools all available years of data were used.8 President’s Committee on the Arts and the Humanities
Findley Elementary School (IA)» F indley has improved math proficiencyby 11.40 percentage points since 2011,which is 7.50 points higher than itsschool district.» I n reading proficiency, Findley gained 2.50percentage points between 2011 and 2014.» T his is remarkable considering that itsschool district’s overall reading proficiencydecreased by 5 points.» 1 00% of educators surveyed at Findleyagreed that the arts contributed to heightened ambition of instruction and overallimprovement of the school environment.Reading scoresIMPROVEDas district readingscores decreasedSchool AchievementSpotlights120%improvement inMATHproficiencySavoy Elementary School (DC)» S avoy has improved math proficiency by18.22 percentage points since 2011, whichis 9.75 points higher than its local schooldistrict and 8.94 points higher than comparable DC schools that have receivedfederal School Improvement Grants.» S avoy’s 2014 math proficiency rate reflectsa 120% improvement from 2011.» I n reading proficiency, Savoy gained 10.60percentage points between 2011 and 2014,which is 7.17 points higher than its district,and 3 points higher than its SIG cohort.» I n 2014, 4 out of 5 educators surveyedagreed that an increased arts focusincreases ambition of instruction andimproves parent involvement in students’education.Turnaround Arts Initiative – Summary of Key Findings 9
Comparison GroupsIn addition, the evaluation team compared Turnaround Arts schools to other schools in theirstates that receive federal School Improvement Grants (SIG).2 The evaluation found thaton average Turnaround Arts schools have higher rates of improvement in both math andreading than comparable SIG schools and district schools, as illustrated below:Comparing against SIG-recipient SchoolsTurnaround Arts schools on average had higher rates of improvement in bothmath and reading than the cohort of analogous SIG schools between 2011 and 2014.MATH22.55%16.20%Turnaround Arts schoolsimproved 22.55%, while SIG schoolsimproved 16.20%.READING12.62%5.58%Turnaround Arts schoolsimproved 12.62%, while SIG schoolsimproved 5.58%.Comparing against School DistrictsTurnaround Arts schools on average had a higher rate of improvement in bothmath and reading than the average of their school districts between 2011 and 2014.MATH22.5520.13POINTSPOINTSTurnaround Arts schoolsimproved 22.55 points while the district,on average, improved 20.13 points.READING12.627.92POINTSPOINTSTurnaround Arts schoolsimproved 12.62 points, while the district,on average, improved 7.92 points.SIG schools were selected for comparison from (1) the districts of the Turnaround Arts schools, or (2) from the state of the TurnaroundArts schools, in the case that a certain school district has fewer than 2 SIG schools.210 President’s Committee on the Arts and the Humanities
TurnaroundArts schoolsoutperformedcomparable SIGschools in both mathand reading from2011-2014.Turnaround Arts Initiative – Summary of Key Findings 11
School Reform IndicatorsThe evaluation team also analyzed attendance rates and disciplinary data from each of theTurnaround Arts schools. In addition, teachers at each school were surveyed regarding theirperception of the impact of the Turnaround Arts program. For many of the schools, it wasapparent that attendance and/or discipline were both improving over time. For instance:Attendance» H alf of the Turnaround Arts schoolsimproved their attendance ratessignificantly between 2011 and 2014,with an average attendance rateof 91.77%AVERAGEATTENDANCE RATE91.77For many ofthe schools, it wasapparent thatattendance and/ordiscipline wereboth improvingover time.12 President’s Committee on the Arts and the Humanities%
Discipline»M ore than half of Turnaround Arts schools dramatically reducedin-school and out-of-school suspensions. For example:NEW ORLEANS LA:51.32%DES MOINES IA:57.14%overall suspension reductionout-of-school suspension reductionbetween 2011 and 201481.13%35.10%BOSTON MA:PORTLAND OR:in-school suspension reductionbetween 2011 and 20140reported expulsions in 201485.90%overall reductionin disciplinary referrals70%reduction in both in- andout-of-school suspensionsbetween 2011 and 2014overall suspension reductionbetween 2011 and 2014Turnaround Arts Initiative – Summary of Key Findings 13
Teacher PerceptionsThe majority of survey respondents agreed that the Turnaround Arts program was having apositive influence on their school in terms of parent and student engagement, collaborationamong teachers, and overall enhancement of the educational experience.Perceptions of Impact of Arts Programming on Engagement and School parent/communityinvolvement inschoolIncreasingstudentengagementin schoolPositivelyaffecting schoolculture richer studentexperience inextendedlearning timeObservations collected through Survey of Educators at Each SchoolSchool ASchool BSchool CSchool DSchool ESchool FSchool GSchool H14 President’s Committee on the Arts and the Humanities
Perceptions of Impact of Arts Programming on Discipline100%90%80%70%60%50%40%30%20%10%0%Using arts in the classroom helpsreduce students being off-taskUsing arts in the classroom helpsreduce incidents of students beingdisruptive to the classObservations collected through Survey of Educators at Each SchoolSchool ASchool BSchool CSchool DSchool ESchool FSchool GSchool HTurnaround Arts Initiative – Summary of Key Findings 15
ConclusionTurnaround Arts marks the first federal effort to support the use of arts education in thetargeted improvement of some of America’s lowest performing schools. The program is builton the premise that arts education offerings provide school leadership with powerful toolsto improve school climate and culture, as well as increase student and parent engagement,which can ultimately contribute to improvements in student outcomes.At the conclusion of the evaluation, researchers saw numerous positive outcomes that suggestprogram success. They found evidence of significant change in the depth and breadth ofthe use of the arts and intentional efforts to build infrastructure, capacity and high qualitystaff to bring the arts to bear in Turnaround Arts schools in deep ways. They saw leaderswho had learned to strategically use the arts toward broader school goals. And they found amajority of schools that made substantial improvements in student achievement and schoolreform indicators, outperforming comparable schools and their own school districts. Theseare hopeful findings as more educators and policymakers explore using the arts to positivelyinfluence student engagement, school culture, instructional practice, and school outcomes inthe country’s lowest-performing schools.16 President’s Committee on the Arts and the Humanities
About PCAHThe President’s Committee on the Arts and the Humanities (PCAH) is an advisory committeeto the White House on cultural issues. The Committee works with government agencies and theprivate sector to initiate and support key programs in the arts and the humanities, particularlyin education. Members of PCAH include federal officials and presidentially-appointed privateindividuals.G. Wayne Clough, Secretary,Smithsonian InstitutionMichelle Obama,Honorary ChairPamela JoynerKerry WashingtonJanet KellerAndrew WeinsteinPRIVATE MEMBERSVictoria S. KennedyForest WhitakerGeorge Stevens, Jr., Co-chairJhumpa LahiriAnna WintourMargo Lion, Co-chairAnne LuzzattoDamian WoetzelMary Schmidt Campbell,Vice ChairYo-Yo MaGeorge C. WolfeLiz ManneAlfre WoodardKerry James MarshallJohn Lloyd YoungJohn Kerry, Secretary, U.S.Department of StateGOVERNMENT MEMBERSWHO SERVE EX-OFFICIOJacob Lew, Secretary, U.S.Department of the TreasuryJ. Ricky ArriolaPaula BoggsThom MayneChuck CloseKalpen ModiRichard J. CohenOlivia MorganPaula Hannaway CrownStephanie CutterEdward NortonSarah Jessica ParkerChristine ForesterKen SolomonFred GoldringAndy SpahnHoward GottliebCaroline “Kim” TaylorTeresa Heinz KerryJill Cooper UdallWilliam “Bro” Adams,Chairman, National Endowmentfor the HumanitiesJames H. Billington, Librarianof CongressJane Chu, Chairman, NationalEndowment for the ArtsArne Duncan, Secretary, U.S.Department of EducationSusan Hildreth, Director,Institute of Museum andLibrary ServicesSally Jewell, Secretary, U.S.Department of the InteriorEarl Powell, III, Director,National Gallery of ArtDavid M. Rubenstein,Chairman, John F. KennedyCenter for the Performing ArtsDan Tangherlini, Administrator,U.S. General ServicesAdministrationRachel Goslins, Executive DirectorJohn Abodeely, Deputy DirectorTURNAROUND ARTS IS SUPPORTED AND FUNDED BY A COALITION OF PARTNERS,WITHOUT WHOM THIS PROGRAM WOULD NOT BE POSSIBLE.Turnaround Arts Initiative – Summary of Key Findings 17
President’s Committee on the Arts and the Humanities400 7th St, SWWashington, DC 20506t: rts.pcah.govtwitter.com/TurnaroundArts
provides a description and analysis of program impacts in the pilot cohort of 8 Turnaround Arts schools by the end of their second year. . Turnaround Arts is a public-private partnership that aims to test the hypothesis that strategically implementing high-quality . Martin Luther King, J
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Aliens' Behaviour Connectives Game This game was originally developed in 2006 for Year 5/6 at Dunkirk Primary School in Nottingham. It has also been used at KS3. We have chosen this topic because we hope it will encourage children to produce their own alien names (a useful use of phonically regular nonsense words!), portraits and sentences .
