The Case for Arts Education
In her October 12, 2013 New York Times Opinion piece “Is Music the Key to Success?”, author Joanne Lipman sums up the enormous benefits of a lifelong music education as described by three tremendously accomplished men – Paul Allen, Allen Greenspan and Woody Allen.
“ enteritis polyposa buy phentermine uk price false labor Consider the qualities these high achievers say music has sharpened: collaboration, creativity, discipline and the capacity to reconcile conflicting ideas. All are qualities notably absent from public life. Music may not make you a genius, or rich, or even a better person. But it helps train you to think differently, to process different points of view — and most important, to take pleasure in listening.”
Lipman’s piece offers an anecdotal analysis of the link between arts education and access to success in life that is actually quite well supported by innumerable surveys, research and reports that drill down into the provable quantitative impacts of arts education and access on performance in school and in the workforce.
In fact, a 2013 Americans for the Arts publication entitled “Arts Education Navigator: Facts & Figures” highlights research to support the contention that arts education in schools and arts access in communities has a measurable impact on whether students Stay in School, Succeed in School, Succeed in Work and Succeed in Life. Here are a few of our favorite Arts Education Quick Facts to bolster your next debate on the importance of arts education.
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purchase tramadol online cheap Longitudinal data of 25,000 students demonstrate that involvement in the arts is linked to:
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- Increased standardized test scores
- More community service
- Lower dropout rates
Research shows that students at risk of not successfully completing their high school educations cite their participation in the arts as a reason for staying in school.
Students who take four years of arts and music classes while in high school on average score about 100 points better on their SATs than students who took only one-half year or less.
The average GPA of students who earned arts credits in high schools was 3.17 vs. 2.97 for students who earned low or no arts credits
Low-income students with few or no arts credits are 5 times more likely not to graduate than their peers who earned many arts credits
Low-income students with intensive arts experiences in high school were 3 times more likely than students who lacked to earn a bachelor’s degree. They also were more likely to earn “mostly A’s” in college.
Low-income students were 4 times more likely to participate in student government and school service clubs when they have arts-rich experiences.