South Carolina Arts-Focused Schools Directory

Transcription

South Carolina Arts-Focused Schools
Directory
Contents
Introduction •
Quick Reference: Arts-focused Schools at a Glance •
AC Moore Elementary School •
Aiken Performing Arts Academy (APAA) •
Ashley River Creative Arts Elementary •
Barnwell Elementary School •
Boulder Bluff Elementary School •
Briggs Elementary•
Brockman Elementary School• Busbee Creative Arts Academy•
Chapin Elementary School•
Cheraw Intermediate•
Chester Park Elementary School of the Arts•
Conder Elementary Arts Integrated Magnet School•
Dent Middle School•
Dover Elementary School•
Dutch Fork High School•
Estill High School•
Fairfield Central High School•
Forest Lake Elementary Technology Magnet School•
Grove Elementary School•
H.E. Bonner Elementary•
Hand Middle School•
Hartsville Middle•
Hilton Head Island School for the Creative Arts•
Howe Hall AIMS (Arts Infused Magnet School)•
J. V. Martin Junior High School•
Jennie Moore Elementary•
Logan Elementary School•
Marrington School (Middle)•
McCracken Junior High School•
Monaview Elementary School•
Pine Street Elementary•
Polo Road Elementary•
Richland Northeast High School•
Saluda River Academy for the Arts•
South Carolina Governor’s School for the Arts and Humanities•
South Florence High School•
Springdale Elementary School•
Spring Valley High School•
Stone Academy of Communication Arts•
The Fine Arts Center•
Woodland Heights Elementary•
Evaluating Academic Growth in SC Arts Schools Using Virtual Comparison Groups•
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Introduction
The South Carolina Alliance for Arts Education, in
partnership with the South Carolina Department of
Education and the Arts in Basic Curriculum Project,
is pleased to release the first Arts-focused Schools
Directory for the state. Over the past 40 years,
South Carolina has created a nurturing environment
that sustains a wide variety of schools that hold the
arts at the center of their missions, and as such, is
recognized nationally as a leader in arts education.
SCAAE’s goal for this directory is to serve as a virtual ‘yellow pages’ of artsfocused schools, making knowledge of these schools and their programs
available to all. Our hopes are that the material within the directory will
provide a source of information for parents in making decisions concerning
school choice, and as a means for schools to learn from each other, as
well as enabling state organizations to better match their services to the
individual needs of schools.
At the end of the directory, we have included a study commissioned by the
SCAAE from the Northwest Evaluation Association. The purpose of this
analysis was to investigate whether student growth in the core academic
subjects within a small group of middle and high schools with arts-centered
missions was equivalent to or greater than growth of a like group of
students in other schools. While the study was small, the results were
that the amount of growth seen in the students was similar to that of the
comparison group, but that there were greater numbers of students in the
arts-focused schools making that growth than would have been expected.
As I stated, the study was small and needs to be expanded before we have
any clearly definitive conclusions. However, I would like to put forth the
theory that those greater numbers may have been due to an improvement
in school environment and greater attendance numbers. Perhaps the arts
will help in addressing the problem of raising graduation rates. I hope that
we will be able to investigate this more fully in the coming years.
I hope that you will find this inaugural issue of the Arts-focused Schools
Directory useful. Our plans are to regularly update the directory with the
inclusion of more schools as well as updated information for any of the
schools currently included. Please let us know if you have any comments or
suggestions to improve its usefulness.
Eve Walling-Wohlford
Executive Director
South Carolina Alliance for Arts Education
February 2010
The South Carolina Alliance for Arts Education is a member of the
Kennedy Center Alliance for Arts Education Network
and receives funding from
the South Carolina Department of Education
and the South Carolina Arts Commission which receives funding from
the National Endowment for the Arts
Quick Reference:
Arts-focused Schools at a Glance
Quick Reference: Arts at the Core Schools at a Glance
2005
2004
2002
1999
1999
1995
59%
19%
59%
75%
45%
14%
17%
72%
79%
78%
53%
88%
73%
46%
30%
26%
79%
92%
25%
36%
53%
35%
24%
62%
U
S
R
S
S
U
S
R
S
R
S
U
R
R
S
S
U
U
U
S
S
S
U
S
high
mod
mod
high
high
high
high
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Integra
tion
After S
chool
Theate
r
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Dance
Music
Is your whole
school arts focused
(includes magnet
schools) or do you
offer an "arts
track" to certain
students? Do you
draw from your
zone only or also
from outside your
attendance zone?
whole school/zone only +
magnet/outside zone +
arts track/zone only
+
+
+
arts track/outside zone +
+
Art
Urban,
Suburb
an or R
ural
ESOL *
t Schoo
l since
1984
Eligible
for Fre
e/ Red
lunch
uc e d
Elementary Schools
District
AC Moore Elementary
Richand 1
2002
Ashley River Creative Arts
Charleston
1989
Barnwell Elementary
Barnwell 45
Boulder Bluff Elementary
Berkeley
2006
Briggs Elementary
Florence 1
2007
Brockman Elementary
Richand 1
2002
Chapin Elementary
Lexington 5
Chester Park Elementary
Chester
2005
Condor Elementary
Richland 2
2007
Dover Elementary
Orangeburg 5
Forest Lake Elementary
Richland 2
Grove Elementary
Greenville
H. E. Bonner Elementary
Berkeley
2008
Hilton Head Island School
Beaufort
2004
Howe Hall AIMS
Berkeley
2004
Jennie Moore Elementary
Charleston
Logan Elementary
Richland 1
2000
Monaview Elementary
Greenville
Pine Street Elementary
Spratanburg 7 1989
Polo Road Elementary
Richland 2
Saluda River Academy
Lexington 2
1999
Springdale Elementary
Lexington 2
Stone Academy
Greenville
1997
Woodland Heights ElementarySpartanburg 6 2005
Magne
ABC Sit
e since
(For more
detailed
information,
please
out individual
school
profiles)
(For more
detailed
information,
please
checkcheck
out individual
school
profiles)
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* For general reference, schools citing 8-16% ESOL students are listed as "moderate" and those citing 17-43% are identfied as "high."
\/ Some after school programs are available to above schools through a district-wide program rather than on-site.
Quick
Reference:
Arts at the Core
Schools
a Glance
Quick
Reference:
Arts-focused
Schools
at aat
Glance
High Schools
Aiken Performing Arts Academy
(Charter)
Dutch Fork High School
Lexinton 5
Estill High School
Hampton 2
Fairfield Central High School Fairfield
Richland Northeast High School
Richland 2
SC Governor's School
(State)
South Florence High School Florence 1
Spring Valley High School
Richland 2
The Fine Arts Center
Greenville
2004
2006
2005
2008
2001 2001
+
2004
2002
1974
S
R
S
U
R
R
S
U
mod magnet/outside zone
mod arts track/zone only
+
68%
n/a
83%
79%
55%
n/a
35%
24%
n/a
R
S
R
R
U
+
+
+
+
mod arts track/outside zone +
magnet/whole state
+
+
R
S
U
+
+
+
+
+
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Integra
tion
After S
chool
Theate
Dance
r
67%
67%
52%
44%
58%
85%
43%
40%
Music
Is your whole
school arts
focused, are you a
magnet school or
do you offer an
"arts track"? Do
you draw from
your zone only or
also from outside
your attendance
zone?
Art
ESOL *
t Schoo
l since
2001
Eligible
for Fre
e/
Reduce
d lunch
District
Middle/Intermediate Schools
Busbee Creative Arts Academy
Lexington 2
Cheraw Intermediate
Chesterfield
2005
Dent Middle School
Richland 2
Hand Middle School
Richland 1
2000
Hartsville Middle School
Darlington
J. V. Martin Junior High
Dillon 2
Marrington Middle School
Berkeley
2006
McCracken Junior High
Spartanburg 7
Magne
ABC Sit
e since
(For more
detailed
information,
out individual
profiles)
(For more
detailed
information,
pleaseplease
checkcheck
out individual
schoolschool
profiles)
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\/
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\/
+
+
* For general reference, schools citing 8-16% ESOL students are listed as "moderate" and those citing 17-43% are identfied as "high."
\/ Some after school programs are available to above schools through a district-wide program rather than on-site.
AC Moore Elementary School
333 Etiwan Avenue
Columbia, SC 29205
(803)343-2910
FAX: (803)929-3883
www.richlandone.org- schools
Principal: L. Chantelle Baker-Parnell
School Level: Elementary
Type: public
Location: Urban
Demographics
Grade Levels Served: PreK - 5
Teacher/Student Ratio: 1:20
Student Population
• 37.2% Caucasian
• 39% African-American
• 23.7% Other
• Students eligible for free/reduced lunch: 59%
• Students for whom English is a second language: 21.2%
Students who qualify for:
• Artistically Gifted and Talented : n/a
• Academic Gifted and Talented: 19%
Students served by IEPS and 504 plans : 17.4%
Our entire school is arts-focused and is attended only by students in its attendance
zone. We are also a Title One school of choice
Student Attendance Rate for 2007-2008: 95.8%
Curriculum
• This school uses a curriculum guide for delivering quality, sequential,
standards-based arts education to students from the district
• This school has an organized effort to deliver arts-integrated learning in
grade-level or other subject classrooms
• All students in our school/school focus equally on music, visual art, dance,
and theatre.
• Arts in Basic Curriculum Site
o Year school received this designation: 2002
Scheduling to ensure the delivery of each art form during the school day:
Each classroom receives 45 minute instruction in the arts. Each class also
receives arts integration time weekly.
After-School arts programs offered at this school
Dance, Drama, Art, Chorus
Faculty
This school has certified instructors for:
• Visual Arts
• Music
This school has a subject-certified teacher who teaches:
• 2-D Visual Arts
• 3-D Visual Arts
• Vocal Music
• Orchestra/strings
• Musical Keyboarding
Total number of certified arts teacher at this school: 3
Our school offers training in the arts for teachers who teach other content areas.
This training is offered at least twice a year
Funding
District budget for the arts in this school: $120,000
Other funding sources:
• PTO/PTA/PTSO
• ABC Advancement Grants
• SC Department of Education Arts Curricular Innovation Grants
• Fundraisers
Facilities/Supplies
Computers
TV/DVD
CD Player
Piano
Digital Camera
Theatre Storage Area
Printers
Arts Classroom
Piano Keyboards
Kiln
Photographic Equipment
Performance Lighting
Internet Access
Interactive Whiteboard
Orff Instruments
Drying Rack
Theatre Performance Area
Sound System
Other
Awards
• Palmetto Silver Award
• Red Carpet Award
Challenges:
• Planning time with general education teachers
• funding
Aiken Performing Arts Academy
(APAA)
P.O. Box 418
Aiken, SC 29802-0418
803-644-4824
FAX: 803-641-1155
Principal: K. Lloyd-Kennedy
School Level: High
Type: charter
Location: Rural
Demographics
Grade Levels Served: 9 - 12
Student Population
• 47.5% Caucasian
• 45.9% African-American
• 4.9% Hispanic
• 0% Asian
• 1.6% Other
• Students eligible for free/reduced lunch: 67.7%
• Students for whom English is a second language: 1.6 %
• Artistically Gifted and Talented : 100%
• Academic Gifted and Talented: 9.8%
Students served by IEPS and 504 plans: 9.8%
My school houses an arts-focused track, but the whole school is not arts-focused.
Our school is attended only by students in our attendance zone.
Student Attendance Rate for 2007-2008: 135th Day ADM 45
Curriculum
• This school uses a curriculum guide developed by the school for delivering
quality, sequential, standards-based arts education to students
• Students in our school/school within a school focus on certain art forms
based on their artistic strengths.
o At least two areas - music, dance, theatre, art
The foundation of the APAA is to offer visual and performing arts classes as
a part of the daily curriculum in addition to the academic classes. Therefore,
our students attend arts classes each day as a part of their regular class
schedule.
Faculty
This school has certified instructor for:
• Dance
• 2-D Visual Arts
• 3-D Visual Arts
• Dance
Funding
District budget for the arts in this school: $0.00
• PTO/PTA/PTSO
• Ticket income from performances
• Other grants from foundations
• Fundraisers
School/Community/Business partnerships that have a significant impact on the arts
programs in this school:
The APAA receives communal and financial support from the Aiken
Educational and Arts Group, Inc. This corporation serves as a foundation
created to support the APAA mission.
Facilities/Supplies
Computers
TV/DVD
CD Player
Printers
Arts Classroom
Piano Keyboards
Piano
Mirrors
Theatrical Props
Scene Shop Equipment/
Tools
Scanner
Visual Resource Center
Dance Floor
Costumes
Sound System
Internet Access
Video Recorder
Audio Recording
Equipment
Digital Camera
Barres
Theatre Stock Scenery
Other
Awards
• Aiken County Jaycee Fair - Art Contest
• Western Carolina State Fair - Art Contest
• Aiken Center for the Arts - Brown Gallery Showing
Comments from principal
The idea to create the Aiken Performing Arts (APA) Academy stemmed from
the need to develop and showcase the raw talents of Aiken County students
who might not be able to afford formal training. Since Aiken County did
not have a performing arts school, this notion grew into an educational and
artistic program committed to providing the best possible academic and
performing arts climate for the maximum development of students. In order
to achieve its task, the APAA has developed an innovative scholastic and
performing arts curriculum. This curriculum is founded upon educational and
creative concepts that not only focus on academic excellence, but sharpens
the theatrical, musical, artistic, and dance skills of each student.
Ashley River Creative Arts
Elementary
1871 Wallace School Road
Charleston, South Carolina 29464
843-763-1555
FAX: 843-763-1567
ashleyriver.ccsdschools.com
Principal: Jayne Ellicott
Type: publc
Location: Suburban
Demographics
Teacher/Student Ratio: 1:24; 1st Grade: 1:18
Student Population
• 73% Caucasian
• 2% Hispanic
• 4% Asian
• 1% Other
• Artistically Gifted and Talented: We do not calculate this number.
Students served by IEPS and 504 plans: 4.5 % have 504 Plans
15.8%
My school is an arts magnet school.
Both students from our attendance zone and those from other attendance
zones may attend.
Curriculum
standards-based arts education to students from the district.
• This school is an Arts Magnet
grade-level or other subject classrooms.
• All students in our school/school within a school focus equally on music,
visual art, dance, and theatre.
All students receive 80 minutes each day in the arts. In addition students
sign up to take dance and Suzuki violin.
Our after-school program mirrors many of our art areas after school. They
offer dance, drumming, theater, etc.
Faculty
• Visual Arts
• Music
• Theatre
This school offers training in the arts for teachers who teach other content areas.
This training is offered 2 to 3 times per year
Funding
District budget for the arts in this school: $330,000.00
• PTO/PTA/PTSO
• Fundraisers
Innovative Fundraisers:
• PTA dinner/dance auction held off site
programs in this school
Our partnership with Robert Ivey Ballet has had a significant impact on our
dance program. Mr. Ivey personally assists us with the dance program.
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Audio Recording
Equipment
Kiln
Digital Camera
Mirrors
Printers
Distance Learning Access
CD Player
Piano
Internet Access
Arts Classroom
Orff Instruments
MP3 Player
Drying Rack
Theatrical Props
Scanner
Barres
Costumes
Sound System
Other
We are most proud of the collaborative planning between the arts specialists
and classroom teachers to integrate throughout the day.
Barnwell Elementary School
10524 Marlboro Ave.
Barnwell, SC 29812
(803) 541-1285
FAX: (803) 541-1290
www.barnwell45.k12.sc.us
Principal: Bill Owen
Type: publc
Location: Rural
Demographics
Grade Levels Served: 4-6
Teacher/Student Ratio: 14.9 to 1
Student Population
• 51% Caucasian
• 1% Hispanic
• 1% Asian
• 2% Other
• Students for whom English is a second language: N/A
• Artistically Gifted and Talented : N/A
Students served by IEPS and 504 plans : 15%
My entire school is arts-focused and is attended only by students in our attendance
zone.
Curriculum
standards-based arts education to students from district.
grade-level or other subject classrooms:
based on their artistic strengths. Each student focuses on 3 areas.
:
Sixth grade students are scheduled into band if they request it.
Every student is scheduled into art and music.
Innovative programming in the arts in this school
Every student is scheduled for art and music.
Faculty
• Visual Arts
• Music
• 2-D Visual Arts
• 3-D Visual Arts
• Vocal Music
• Instrumental Music
Funding
District budget for the arts in this school: $121,192.00
• PTO/PTA/PTSO
Facilities/Supplies
Computers
TV/DVD
Piano
Scanner
Sound System
Printers
Arts Classroom
Kiln
Digital Camera
Internet Access
CD Player
Drying Rack
Boulder Bluff Elementary School
400 Judy Drive
Goose Creek, SC 29445
843-553-1223
FAX: 843-820-4086
http://www.berkeley.k12.sc.us/BoulderBluff.cfm
Principal: Diane White
Type: public
Location: Suburban
Demographics
Student Population
• 48% Caucasian
• 45 % African-American
• 4 % Hispanic
• 2 % Asian
• 1 % Other
• Students for whom English is a second language: 5%
Students served by IEPS and 504 plans: 28%
Student Attendance Rate for 2007-2008: 97%
Curriculum
Students attend art class once a week and music class once a week.
Our school offer step-art in which students have to audition to be a part of
the program. They meet once a week with the art teacher.
Faculty
• Visual Arts
• Music
Funding
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Audio Recording
Equipment
Drying Rack
Sound System
Printers
Arts Classroom
CD Player
Piano
Internet Access
Piano Keyboards
Kiln
Scanner
Digital Camera
Other
Teachers are asked to integrate the arts within their lessons. There is a
teacher at every grade level that has a degree in integrating the arts that
teachers within the grade level can consult with when they need assistance
with lessons. It has been a challenge getting teachers to buy in to the
concept of integrating the arts in to lessons.
Briggs Elementary
1012 Congaree Dr
Florence, SC 29501
843-664-8169
FAX: 843-664-8189
www.fsd1.org/briggs
Principal: Marty Schmid
Type: public
Location: Suburban
Demographics
Student Population
• 60% Caucasian
• 3 % Hispanic
• 2 % Asian
• 4 % Other
Curriculum
We follow a modified schedule so that students receive 5 days of arts
instruction sequentially before rotating to another arts area.
Art club, Band, and Camera club
We have worked to offer artists-in-residence at every grade level each year
to provide additional instruction especially in theatre and dance.
Faculty
• Visual Arts
• Music
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Vocal Music
This training is offered a couple of times per year
Funding
• PTO/PTA/PTSO
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Audio Recording
Equipment
Drying Rack
Printers
Arts Classroom
CD Player
MP3 Player
Internet Access
Piano Keyboards
Kiln
Scanner
Digital Camera
Sound System
Other
Infusion through the arts throughout our curriculum has truly enhanced
instructional delivery and effectiveness. The barrier lies in so much emphasis
on the other standards and scoring on tests to meet state requirements so
that sometimes it’s easier for teachers not to take the time to integrate the
arts.
Brockman Elementary School
2245 Montclair Drive
Columbia, SC 29206
(803) 790-6743
FAX: (803) 790-6745
www.brockman.rcsd1.org
Principal: Lynn Robertson
Type: Other: Public Montessori School of Choice
Location: Urban
Demographics
Teacher/Student Ratio: 01:18.4
Student Population
• 73% Caucasian
• 4 % Hispanic
• 2 % Asian
• 5 % Other
zone.
Curriculum
Brockman’s Master Schedule ensures 50-minute classes each week in general
music and art for all students grades 1-5. 4K and 5K students receive 45
minutes of instruction each week in art and music; 3K students attend
music class for 30 minutes per week. Resident artists provide additional arts
instruction for all students in theater, creative writing and/or dance each
year. Also, Brockman offers three levels of strings instruction for students in
grades 2-5 twice each week as part of the Master Schedule.
Brockman Fine Arts Booster Club sponsors our After School Fine Arts
Program. Currently, two levels of classes are offered for students in grades
1-5 to study dance, creative writing, art, clay, African drumming, and
dance each week. We also have three levels of guitar classes each week.
Registration is offered by the semester to allow students to explore a variety
of the arts disciplines and to allow all interested students an opportunity
to participate for at least one semester. In 2008-09, 55% of Brockman
students participated in at least one of our After School classes.
As Brockman works to immerse the arts into the Montessori curriculum, we
are developing an Art Gallery and a Geography Center in a common hallway
to enhance the Montessori Cultural Studies.
Faculty
• Visual Arts
• Music
This training is offered annually
Funding
• PTO/PTA/PTSO
• Arts-specific booster groups
Innovative Fundraisers: Our Fine Arts Booster Club hosts an annual Silent Auction
that is well organized and supported by our parents.
Though we do not have formal partnerships for the arts program at
Brockman, the local business community supports our program by
contributing to our Silent Auction each year. The Booster Club also receives
personal and corporate donations in lieu of items for the Silent Auction.
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Orff Instruments
Drying Rack
Printers
Arts Classroom
CD Player
Piano
Scanner
Internet Access
Piano Keyboards
Kiln
Digital Camera
Sound System
Other
Awards
• Palmetto Silver Award 2008-09
• Odyssey of the Mind State Winners
• SC Orchestra Concert Festival-Excellent 2009
Brockman Elementary’s instructional advancement through the arts is most evident
through our students’ independent research projects and presentations which
are an integral part of our Montessori curriculum. Over the years, students have
developed skills in art, music, dance, drama and creative writing through our
weekly art and music classes within the school day, after school opportunities for
exploring all fine arts disciplines and our various residency programs. These skills
transfer into the Cultural Studies component of the Montessori curriculum. It is
evident that immersion and integration of the arts have had a significant impact for
all students at Brockman.
Emphasis on the fine arts and parent education has yielded tremendous support
from our families, both in philosophy and financial contributions through our Fine
Arts Booster Club. This parent component is also evidenced by our After School
program expanding to include weekly writing sessions for parents. Even with
the wonderful financial support we receive from our Fine Arts Booster Club, we
recognize that these difficult economic times present us with an extreme challenge
to secure funding to maintain the level of services we provide. In addition,
Brockman is faced with the challenges of being limited in our staffing and available
facilities to support instruction and performances in dance and theater.
Busbee Creative Arts Academy
501 Bulldog Blvd.
Cayce, SC 29033
803-739-4070
FAX: 803-739-4133
bms.lex2.groupfusion.net
Principal: Dr. Jeanelle Williams
School Level: Middle
Type: publc
Location: Suburban
Demographics
Teacher/Student Ratio: 1-Mar
Student Population
• 41% Caucasian
• 8% Hispanic
• 1% Asian
• 1% Other
• Students for whom English is a second language: 10 %
• Academic Gifted and Talented: 17 %
My school is an arts magnet school. Both student from our attendance zone and
those from other attendance zones may attend.
Curriculum
This school uses a curriculum guide for delivering quality, sequential, standardsbased arts education to students from school.
Arts Magnet
Year school received this designation: 2001
This school has an organized effort to deliver arts-integrated learning in grade-level
or other subject classrooms.
Students in our school/school within a school focus on certain art forms based on
their artistic strengths.
Students focus on one certain art form.
Every student participates in two arts programs daily.
Faculty
• 2-D Visual Arts
• 3-D Visual Arts
• Dance
• Theatre Performance
• Technical Theatre
• Vocal Music
Total number of certified arts teachers at this school: 60
No
This training is offered how often:
Funding
District budget for the arts in this school: $?
• PTO/PTA/PTSO
• Fundraisers
Innovative Fundraisers: candy grams; food sales
We are hoping that once SCana comes on line that they will be very active
in helping to promote our arts program.. Time Warner also helps to display
district student’s art work in their business offices.
Facilities/Supplies
Computers
TV/DVD
Piano Keyboards
Drying Rack
Printers
Arts Classroom
Piano
Scanner
Theatrical Props
Internet Access
CD Player
Kiln
Digital Camera
Costumes
Sound System
Ωther
Awards
• Red Carpet Award
Chapin Elementary School
945 Old Bush River Road
Chapin, SC 29036
803-345-2214
FAX: 803-345-7129
www.lex5.k12.sc.us/ces
Principal: Harriet Wilson
Type: publc
Location: Suburban
Demographics
Grade Levels Served: PreK-5
Student Population
• 87% Caucasian
• 2.5% Hispanic
• >1% Asian
• 3% Other
Curriculum
or other subject classrooms:
Students in our school/school within a school focus on certain art forms based on
their artistic strengths.
Students focus on 2 art forms.
We provide a rotation for all students between music, art, PE, Spanish, &
computers
Faculty
• Visual Arts
• Music
• Vocal Music
Funding
• PTO/PTA/PTSO
• Fundraisers
Facilities/Supplies
Computers
TV/DVD
CD Player
Audio Recording
Equipment
Kiln
Other
Awards
• All-State Chorus
• Tri-Dac
Printers
Piano Keyboards
Piano
Internet Access
Video Recorder
Orff Instruments
MP3 Player
Drying Rack
Digital Camera
Cheraw Intermediate
421 Chesterfield Highway
Cheraw, SC 29520
843-921-1030
FAX: 843-921-1036
http://www.chesterfield.k12.sc.us/cheraw%20interme
Principal: Scott Eddins
Type: publc
Location: Rural
Demographics
Student Population
• 47% Caucasian
• 0% Hispanic
• 0% Asian
• 5% Other
zone.
Curriculum
Dance Club, Art Club, Chorus
Faculty
• Visual Arts
• Music
This training is offered how often: 2-3 times a year
Funding
• PTO/PTA/PTSO
• Funding from local businesses
• Fundraisers
programs in this school:
Rotary Club, Chesterfield General Hospital, Parent/Teacher Organization
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Orff Instruments
Kiln
Dance Floor
Sound System
Printers
Arts Classroom
CD Player
Audio Recording
Equipment
Scanner
Barres
Costumes
Internet Access
Piano Keyboards
Piano
Digital Camera
Mirrors
Other
Through emphasizing the arts in the core subject areas and increasing
exposure to the various forms of art, we have experienced a higher
attendance rate and reduced office referrals. We have also observed
improved self-esteem and self-confidence among our students, which
contributed to more school spirit. The attributes of the arts have helped
penetrate many barriers to learning.
Chester Park Elementary School
of the Arts
CPESA 835A JA Cochran Bypass
Chester, SC 29706
(803)581-7279
FAX: (803)581-7281
http://cpsa.chester.k12.sc.us
Principal: Anne Stone
Type: publc
Location: Rural
Demographics
Student Population
• 45% Caucasian
• 0% Hispanic
• > 1% Asian
• Students for whom English is a second language: > 1%
zone.
Curriculum
• Arts Magnet
Year school received this designation: 6-May
o Year school received this designation: 6-May
We have 45 minutes of art for grades 3-5. We are having to do a rotation
schedule for grades 1 and 2.
We currently offer after school dance, chorus and drama clubs.
We integrate the arts into all academics.
Faculty
• Visual Arts
• Music
• Dance
• Theatre
• 2-D Visual Arts
• 3-D Visual Arts
• Dance
• Vocal Music
Funding
• PTO/PTA/PTSO
• Fundraisers
The Springs Foundation contributed to our sound system in our theater area.
The Chester Healthcare Foundation contributed to our artist- in- residence
program and dance floor and mirrors. Winthrop University has sent students
to complete a practicum with our music and drama teachers.
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Audio Recording
Equipment
Drying Rack
Printers
Arts Classroom
Piano Keyboards
Piano
Internet Access
Orff Instruments
Kiln
Digital Camera
Costumes
Sound System
Other
Awards
• ABC Grant
• DAP Grant
• Chester HealthCare Grant
We are offering remediation through movement to reach kinesthetic learners
in math. This is the first year that we have offered this and we see great
gains.
Conder Elementary
Arts Integrated Magnet School
8040 Hunt Club Rd.
Columbia, South Carolina 29223
803-736-8720
FAX: 803-699-3688
www.richland2.org/ce
Principal: Dr. Shirley Watson
Type: public
Location: Suburban
Demographics
Student Population
• 7% Caucasian
• 15.5 % Hispanic
• 3.5 % Asian
• 2 % Other
• Artistically Gifted and Talented : Have not assessed to make this
determination.
Curriculum
• This school uses the current South Carolina standards for Visual and
Performing Arts
• Arts Magnet
Every student in our school experiences the following arts areas in a 3-day
rotation: Dance, West-African and Steel Drumming, Music, and Visual Arts.
Approx. 110 students grades 1-5 participate in our Strings Program. In
addition students grade 3-5 go to “extension” class 1 days out of the week
in order to receive more specialized training in the art area that they have
chosen or have a greater proclivity toward.
Students who participate in our Steel Drum Band, Strings, and Dance
Company participate in early-bird before school classes, and after-school
classes.
Our extension program is innovative in that it provides students an
opportunity to spend more time building skills in the art area they find
their greatest talents and interests in. Additionally, it provides their core
classroom teachers with additional planning time for arts integration, and
core curriculum planning.
Faculty
• Visual Arts
• Music
• Dance
• 2-D Visual Arts
• 3-D Visual Arts
• Dance
• Vocal Music
• Other: West African and Steel Drumming
This training is offered as Professional Development on Arts Integration
Funding
• Fundraisers
Innovative Fundraisers: Our “Encore” team, which includes our arts teachers sell
Chick-fil-A biscuits every Friday morning in the car rider line in order to raise funds
to supplement the arts program. This fundraiser has been a great success!
Our partnership with the Arts in Basic Curriculum Project has been extremely
beneficial. Beyond the grant funds we have received over the past two
years, we have received invaluable professional development and training
with regards to arts integration, and other essential elements of running an
arts centered program.
Facilities/Supplies
Computers
Arts Classroom
CD Player
Audio Recording
Equipment
Drying Rack
Dance Floor
Printers
Piano Keyboards
Piano
TV/DVD
Video Recorder
Orff Instruments
Kiln
Scanner
Barres
Sound System
Digital Camera
Mirrors
Other: West African and
Steel Drums (Pans)
Other
Awards
• Exemplary Writing School 2008-10
• SDE Closing the Achievement Gap Distinction
• 21st Century Community Learning Center Grant
When we compare our students standardized test scores from the Palmetto
Achievement Challenge Test (PACT) with schools in our district that are
demographically similar we find that our scores exceed theirs almost without
exception. We believe that the arts integration focus of our school has
contributed largely to our maintenance of test scores and improvement in
many cases. It is also our belief that if students can play it, sing it, recite
it, act it, mold it, dance it, etc. then they will make a greater connection to
it and it increases their ability to learn it! Sustainability of our arts program
is a challenge, and there has to be creative efforts as far as the budget is
concerned to continue with quality arts education programs at our school.
Dent Middle School
2721 Decker Boulevard
Columbia, South Carolina 29206
803.699.2750
FAX: 803.699.2754
http://www.richland2.org/schools/dm/
Principal: Randall Gary
Type: public
Location: Suburban
Demographics
Teacher/Student Ratio: 1: 20.5
Student Population
• 30% Caucasian
• 6 % Hispanic
• 3 % Asian
• 1 % Other
• Artistically Gifted and Talented : 18.82%
Our school within a school is attended by students within and beyond our
attendance zone.
Curriculum
• Arts Magnet
o Year school received this designation: 2004-2005
o Students focus on 2-6 art forms, depending on grade level
All students have the opportunity to take up to two FAME classes per year.
In order to assist sixth grade students in making informed decisions, the
majority of their FAME classes are 9 weeks long (with the exception of band
and strings). This allows students to experience a variety of course offerings.
At the end of the 6th Grade school year, students choose a major. Upon
entering 7th Grade and continuing into 8th grade, students have their FAME
major as either a semester or yearlong class during their co-curricular block.
The intention of this schedule is to prepare students to apply for the variety
of magnet arts programs offered at our district high schools.
A variety of course offerings are available to students, including: visual arts,
chorus, guitar, and media technology. These courses are offered during
two different after school programs--one for the curriculum based magnet
programs and one for the Boys & Girls program.
Our school offers technology and arts infusion into our magnet arts program.
We offer innovative courses and programming such as Graphic Design, Media
Technology (web design, video production, and video animation), Dance,
and Musical Keyboarding, along with the other visual and performing arts
courses. Also, the magnet arts program has a portable Apple podcasting lab
as well as a Steel Pans ensemble group.
Faculty
• Visual Arts
• Music
• Dance
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Dance
• Vocal Music
This training is offered yearly
Funding
• PTO/PTA/PTSO
• Fundraisers
The FAME magnet program partners with the PTO as well as various
community businesses and individuals in supporting the arts program at
Dent Middle School. Students have been involved in various contests and
competitions for organizations around the city. Businesses and individuals
have donated supplies, showcased our students works, and have volunteered
their time in our classes.
Facilities/Supplies
Computers
TV/DVD
Piano Keyboards
Printers
Video Recorder
Audio Recording
Equipment
MP3 Player
Kiln
Scanner
Digital Camera
Barres
Mirrors
Theatre Performance Area Theatrical Props
Tools
Internet Access
Arts Classroom
CD Player
Piano
Drying Rack
Dance Floor
Costumes
Sound System
Other
Awards
• Superior Rating SCBDA Concert Band Festival
• 2007 Class 4 All-State SC Scholastic Press Assoc
• 2nd place Magnet Schools of America poster design
Dent Middle School makes teaching and learning in a world class environment
its number one priority. This effort is reflected in the quality of professional
development offerings, the programs established to meet the needs of all learners,
and special initiatives to address the goals and objectives of excellence in our
school. We make every attempt to inspire and promote excellence in arts education.
It is our goal to support arts-based instructional programs that provide teacher
advancement and leadership through professional development, communication,
and performance.
We also promote and celebrate student involvement in the arts. Recently, our band
and orchestra participants received Superior ratings in the South Carolina Music
Educators’ Association competitions. Members of the Steel Drum Pans have been
invited to showcase their musical skills at several venues. Students in our video
production class were chosen as student ambassadors for a promotional video
shoot that will be distributed throughout the state promoting equal treatment of
individuals who have special needs. This was done to support those who participate
in the Special Olympics.
Our literary magazine, Shine, was recognized as the 2007 Class 4 All-State and
Palmetto Award Winner for the South Carolina Scholastic Press Association. The
magazine also was noted with Honors ratings from the National Scholastic Press
Association and as “Excellent” by the National Council of Teachers of English. And
recently, one of our students received second place in the Magnet Schools of
America poster design, middle level competition.
Our challenge is to continue to offer quality programs within an ever-restricted
budget. Two years ago, we lost two teaching positions, theater and creative writing,
due to financial constraints. Although we are fortunate to offer a variety of course
offerings—from graphic art to musical keyboarding, we would like to continue to
grow our arts-based instructional programs to expose our students to a variety of
genre.
Dover Elementary School
P.O. Box 219
1141 Bedford Avenue
North, South Carolina 29112
(803) 247-2184
FAX: (803) 247-5010
http://des.ocsd5schools.org/home.aspx
Principal: Mrs. Cynthia E. Strozier
Type: publc
Location: Rural
Demographics
Student Population
• 44% Caucasian
• 1% Hispanic
• 0% Asian
• 0% Other
zone.
Curriculum
Students focus on certain art forms: 2 in grades K-3; 2 in 4th grade; 2 in 5th
grade
Every student in grades K-5 have one 45 minute block for an “activity class”.
One day per week for Music, Art, and Computers, and 2 days of P.E. Pre-K
through 2nd grade also has scheduled time in the media center for “story
time”, where the Media Specialist reads a story to the class. Every morning,
5th grade students run the WDES news show using video cameras and
closed-circuit tv’s throughout the school.
The music teacher holds weekly rehearsals for The Singing Eaglets,
the school’s elite choir. The band director occasional holds after school
rehearsals for her band students. The P.E. teacher works with students in
the “Save The Children” STC program after school
Students in grades K through 3 have general music and general art once
per week. Students in 4th grade enjoy Arts and Crafts along with Choral
music each week. Students in 5th grade study instrumental music by way of
selecting a band instrument or playing the recorder.
Faculty
• Visual Arts
• Music
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Vocal Music
This training is offered every summer - Spoleto Arts Consortium
Funding
Innovative Fundraisers: Sock Hop, Olympics Day, Jump For Your Heart.
Local Grocery Store supplies snacks for after-school rehearsals/programs.
Corporate and individual sponsors through Donors Choose web-site provide
equipment and teaching materials.
Facilities/Supplies
Computers
TV/DVD
CD Player
Printers
Arts Classroom
Orff Instruments
Piano
Digital Camera
MP3 Player
Other
Awards
• Singing Eaglets choir performed for SC State Fair
• Grades K-5 perform holiday play every year
• Mrs. Xylas earned District Arts Teacher of the Yr.
Internet Access
Video Recorder
Audio Recording
Equipment
Drying Rack
Dutch Fork High School
1400 Old Tamah Road
Irmo, SC 29063
803-476-3300
FAX: 803-476-3320
http://www.lex5.k12.sc.us/DutchForkHS.cfm
Principal: Gregg Morton
School Level: High
Type: publc
Location: Suburban
Demographics
Teacher/Student Ratio: 1:19.5
Student Population
• n/a Caucasian
• n/a African-American
• n/a Hispanic
• n/a Asian
• n/a Other
• Students eligible for free/reduced lunch: n/a
• Students for whom English is a second language: n/a
• Artistically Gifted and Talented : n/a
• Academic Gifted and Talented: n/a
Students served by IEPS and 504 plans : n/a
Student Attendance Rate for 2007-2008: n/a
Curriculum
o Students focus on 6 art forms.
The Dance program offers Dazzlers Dance team. The Band program offers
Marching Band (which also meets during the school day, as does Dazzlers).
The Visual Arts have an Art Club meeting once a month.
Faculty
• Visual Arts
• Music
• Dance
• Theatre
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Dance
• Vocal Music
• AP Music Theory
Funding
District budget for the arts in this school: $n/a
• Fundraisers
Innovative Fundraisers: Silent Auctions
Facilities/Supplies
Computers
TV/DVD
CD Player
Kiln
Digital Camera
Mirrors
Costumes
other
Printers
Arts Classroom
Piano
Drying Rack
Dance Floor
Internet Access
Video Recorder
MP3 Player
Scanner
Barres
Sound System
Awards
• Halftime performance in BCS National Championship
• Universal Dance Association All-Star performance
• Artist in Residence (Dance)
Estill High School
1450 Columbia Hwy
Estill, SC 29918
803-625-5100
FAX: 803-625-4695
Principal: David Corley
School Level: High
Type: public
Location: Rural
Demographics
Student Population
• 4 Caucasian
• 371 African-American
• 8 Hispanic
• 0 Asian
• 0 Other
• Students eligible for free/reduced lunch: .83 free lunch
lunch
• Students for whom English is a second language: 0.02
.060 reduced
• Artistically Gifted and Talented :
• Academic Gifted and Talented: 0.0939
Students served by IEPS and 504 plans : 0.15
Student Attendance Rate for 2007-2008: 95.51
Curriculum
o Students focus on choral music, band, and art.
• Arts in Basic Curriculum
Each art form has a specific time slot allotted for instruction in the daily
schedule.
We have no after school arts programs at our school at this time.
We now have technology labs at all three schools to aid in music instruction.
The labs adds a new dimension to the music curriculum.
Faculty
• Visual Arts
• Music
• 2-D Visual Arts
• 3-D Visual Arts
• Vocal Music
Total number of certified arts teacher at this school: 3 at the high school, 6 for the
district
Funding
District budget for the arts in this school: $236.553 for Salaries; Arts supplies etc
$13,400
• Fundraisers
Innovative Fundraisers: For the past three years, we have hosted a”Battle of
the Drum Lines” competition & variety show. We have sold everything from belt
buckles to candles.
A few of the local businesses support the arts when asked. Because of
the amount of requests for funding from these businesses, the amount
contributed have declined.
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Scanner
Printers
Arts Classroom
CD Player
Internet Access
Piano Keyboards
Other
Awards
• AYP 2008
The principal is supportive of the arts in that our schedules have arts class
periods. The principal also supports the arts in our presentations to the public and
student body. He has also supported us in our artist-in residence and guest artists
programs.
Fairfield Central High School
836 US Highway 321 Bypass South
Winnsboro, SC 29732
803-635-1441
FAX:
http://fchs.fairfield.k12.sc.us/home.aspx
Principal: Sterling Harris
School Level: High
Type: public
Location: Rural
Demographics
Student Population
• 8% Caucasian
• 1% Hispanic
• 0% Asian
• 2% Other
• Artistically Gifted and Talented : unknown
Curriculum
standards-based arts education to students developed by the school.
o Students focus on 1 or 2 art forms.
Scheduling is an issue that will be addressed over the summer when our
department has time to sit with guidance and discuss needs/wants.
Marching band, Dance Team, After School Art Program (Visual Art)
new shows every year
Faculty
• Visual Arts
• Music
• Dance
• Theatre
• 2-D Visual Arts
• 3-D Visual Arts
• Dance
• Vocal Music
Funding
District budget for the arts in this school: unknown
• Fundraisers
Innovative Fundraisers: Charging for shows that we produce and perform
We have just started a Fine arts strategic planning committee which consists
of teachers, district staff and community members.
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Piano
Drying Rack
Dance Floor
Costumes
Sound System
Printers
Arts Classroom
CD Player
MP3 Player
Scanner
Barres
Internet Access
Piano Keyboards
Kiln
Digital Camera
Mirrors
Theatrical Props
Forest Lake Elementary
Technology Magnet School
6801 Brookfield Road
Columbia, S. C. 29206
803-7820470
FAX: 803-7837365
www2.richland2.org/fle/
Principal: Dr. Kappy Cannon
Type: public
Location: Suburban
Demographics
Student Population
• 27% Caucasian
• 7 % Hispanic
• 2 % Asian
• 1 % Other
• Artistically Gifted and Talented : N/A
attendance zone.
Curriculum
grade-level or other subject classrooms:
o Year school received this designation: Art has been in the students’
curriculum since 1975
55 minutes of Art, Music, Media Arts, Technology, Physical Education/ Dance,
Cultural Awareness are taught each six day rotation.
The Arts are integrated with Math, Science, Social Studies, Reading, and
Writing. The Arts Standards are thoroughly introduced and taught with each
lesson.
Faculty
• Visual Arts
• Music
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Vocal Music
• Other: Technology
Funding
• Fundraisers
Innovative Fundraisers: Original Works
Parents, PTA, Principal and the District office and very supportive
Facilities/Supplies
Computers
TV/DVD
Piano Keyboards
Printers
Video Recorder
Orff Instruments
Piano
Digital Camera
Theatrical Props
Kiln
Costumes
Internet Access
Arts Classroom
CD Player
Audio Recording
Equipment
Drying Rack
Mirrors
Sound System
Other
Awards
• NASA Explorer School
• Palmetto Finest School
• Magnet Schools of Distinguished School
In Music there are keyboards for each student and each student has a chance
to perform in a production for their parents, guardian and/ or family. Art is
displayed in a nearby Mall, District Office and halls of the school. Each art
student writes about their art work and reflects about famous artists. In
physical Education class students learn dance and movement. Also in the
Culture Awareness class the students take a trip around the world learning
six different cultures- their art, dance, music, language, writing, and culture.
Forest Lake’s students and faculty have won many awards- American Press
First Place Award for School Literary Magazine, Magnet Schools of America
Distinguished School, Palmetto ‘s Finest School, NASA Explorer School,
SMART Showcase School, Intel School of Distinction, Red Carpet School, and
Exemplary Writing School.
Grove Elementary School
1220 Old Grove Rd.
Piedmont, SC 29673
864-355-5900
FAX: 864-355-5965
www.greenville.k12.sc.us/grove/index.asp
Principal: Amy Mims
Type: public
Location: Urban
Demographics
Student Population
• 8% Caucasian
• 29% Hispanic
• 0% Asian
• 0% Other
• Academic Gifted and Talented: blank
Student Attendance Rate for 2007-2008:
blank
Curriculum
This school uses a curriculum guide for delivering quality, sequential, standardsbased arts education to students from the district.
or other subject classroom.
All students in our school/school within a school focus equally on music, visual art,
dance, and theatre.
Each class goes to art and music once a week. Chorus groups meet twice a
week in the morning.
A steel drum group will commence in spring 2009 or fall 2009.
Faculty
• Visual Arts
• Music
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Vocal Music
This school offers training in the arts for teachers who teach other content areas
This training is offered through arts integration classes
Funding
We are connected to Greenville Arts who helped us fund a school musical, as
well as new instruments for our school.
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Orff Instruments
Drying Rack
Costumes
Printers
Arts Classroom
CD Player
Piano
Scanner
Sound System
Internet Access
Piano Keyboards
Kiln
Digital Camera
Theatrical Props
Other
Awards
• Save the Music $25,000 keyboard lab 2005
• Arts Curricular Grant 2008
• Donorschoose.org grants
H.E. Bonner Elementary
171 Macedonia Foxes Circle
Moncks Corner, SC 29461
843-899-8950
FAX: 843-899-8928
www.berkeley.k12.sc.us/HEBonner.cfm
Principal: Natalie Lockliear
Type: public
Location: Rural
Demographics
Student Population
• 78% Caucasian
• % Hispanic
• % Asian
• 2 % Other
Curriculum
4-k & 5-K have art, music, P.E., & library once a week for 30 minutes. 1st 4th grade have the related arts once a week for 40 minutes.
As of this time, we have chorus in the afternoon and STEP art (a gifted &
talented)visual arts program.
Last year we were granted a special projects grant to have a clay sculptor
from Mexico as an artist in residence. Also, every year we have Evening
with the Arts which is a celebration of arts integration and infusion. The
community is invited to witness 1 piece of artwork for every child, music
& dance performances, and a presentation of the related arts & classroom
teachers’ integrated units.
Faculty
• Visual Arts
• Music
• 2-D Visual Arts
• 3-D Visual Arts
• Vocal Music
• Other: music education
This training is offered once a semester
Funding
• PTO/PTA/PTSO
• Innovative Fundraisers: Art to remember
o Evening with the Arts silent Auction
Our school’s PTO helps out . There is a visual arts fundraiser every year to
fund one artist in residence for fourth grade.
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Audio Recording
Equipment
Drying Rack
Printers
Arts Classroom
CD Player
Piano
Internet Access
Orff Instruments
Kiln
Scanner
Theatrical Props
Sound System
Digital Camera
Costumes
Other
Awards
• ABC site
• Palmetto Silver Award
She is very proud of our efforts in the instructional advancements through
the arts. Even though we are a first year ABC site, we still has so much more
room to grow with arts advancement.
Hand Middle School
2600 Wheat Street
Columbia, SC 29205
803-343-2947
FAX: 803-733-6173
http://hand.rcsd1.org/home.aspx
Principal: Marisa Vickers
Type: public
Location: Urban
Demographics
Student Population
• 38% Caucasian
• 1.50% Hispanic
• 1.50% Asian
• 0.25% Other
zone.
Curriculum
Students select 2 arts areas from all arts areas at the end of the school year
for the upcoming year. The master schedule enables all students to take at
least 2 arts classes.
The Tri-M club meets monthly and addresses many topics related to arts.
Additionally, faculty hold regular practices for upcoming performances after
school hours.
We offer creative writing at all grade levels as well as a video production
class to produce the morning news show. A photography class has been
introduced to the curriculum as well as a Tech Team. The Tech Team
consists of a 15-member team of students who handle sound and lighting for
many of our performances.
Faculty
• Visual Arts
• Music
• Dance
• Theatre
• 2-D Visual Arts
• 3-D Visual Arts
• Dance
• Vocal Music
This training is offered at least once a year
Funding
• PTO/PTA/PTSO
• Fundraisers
Innovative Fundraisers: The Hand Foundation holds an annual fundraising gala to
which parents, faculty and other interested people are invited.
The Hand Foundation in cooperation with the City of Columbia has provided
significant funding to establish an amphitheater at Emily Douglas Park. It is
expected to be completed by the fall of 09. Since it is within a brief walking
distance of our school, we will use it as an additional performance area.
Facilities/Supplies
Computers
TV/DVD
Audio Recording
Equipment
Drying Rack
Dance Floor
Costumes
Sound System
Printers
Video Recorder
Piano
Internet Access
Arts Classroom
CD Player
Kiln
Scanner
Digital Camera
Mirrors
Theatrical Props
Tools
Other
Awards
• HUG Award
• Palmetto Silver
• Distinguished Arts Program
Even though every school is challenged by time and budget constraints, we
still find time to hold the arts high at Hand Middle School. Students and
faculty at our school embrace the arts in all content areas. Daily students
experience the arts not only in their music and dance classes, but also in
science, social studies, math and language arts. Because of these efforts,
Hand Middle School has been known for years for its advancements in arts
education. In 2005, our students performed an original piece, “This Art
Called Life” at The Kennedy Center. We recently received the Outstanding
Performance Award from the SC Band Directors. We eagerly await the
completion of the amphitheater in Emily Douglas Park in the fall of 2009.
Supported by the City of Columbia, the State Legislature and Shandon
Cluster of Churches, this amphitheater will support Hand Middle School and
the neighboring community for years to come.
Hartsville Middle
1427 14th st.
Hartsville, SC 29550
843-857-3000
FAX: 843-857-4510
http://dcsdschools.org
Principal: Chris Rogers
Type: public
Location: Rural
Demographics
Student Population
• 49% Caucasian
• 2% Hispanic
• 0.4% Asian
• 0% Other
Curriculum
• Arts Magnet Yes
o Students focus on one for the school year, others quarterly
• Arts in Basic Curriculum Site No
o Year school received this designation: application under review
Schedule includes 2 exploratory periods for each student. 1 is all year in their
chosen area. The other is a quarter long. Students choose from chorus,
band, musical keyboarding, and media technology.
Jazz band is held after school. Rehearsals for the spring musical are held
after school also.
We have a complete musical keyboarding lab. We also offer Media
Technology. Students gave the opportunity to participate in band, strings,
theater, chorus, and visual arts. They take courses in their chosen area and
exploratory in other areas.
Faculty
• Visual Arts
• Music
• Theatre
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Vocal Music
Funding
Innovative Fundraisers: Band fruit sales
Art in Business sponsors recognize an outstanding art student each year.
Hartsville Concert Association provides a performance in for students in arts
classes. Coker College students perform for our students and present their
musical.
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Audio Recording
Equipment
Kiln
Digital Camera
Dance Floor
Costumes
Sound System
Printers
Arts Classroom
CD Player
Piano
Internet Access
Piano Keyboards
MP3 Player
Drying Rack
Barres
Scanner
Mirrors
Theatrical Props
Other
The Magnet Program has been great for our school. Students are actively
engaged in the learning process and the disciplines taught in the arts carry
over to their core subjects. The students who are successful in the program
are also doing better in their academic classes
Hilton Head Island School
for the Creative Arts
10 Wilborn Road
Hilton Head Island, SC 29926
843-342-4100
FAX: 843-689-7455
www.beaufort.k12.sc.us
Principal: Gretchen Keefner
Type: public
Location: Rural
Demographics
Student Population
• 45% Caucasian
• 37% Hispanic
• 2% Asian
• 2% Other
zone.
Curriculum
• This school follows the South Carolina visual and Performing Arts Standards
and the South Carolina Academic standards. In addition the South Carolina
department of Education curriculum Guides are used to help teachers
maintain the integrity of the written standards by providing direction for
content and instruction.
Arts in Basic Curriculum Site
All students receive a 45 minute block each week of music, art, theatre, and
dance. Additional times are allocated for performances, rehearsals, and
residencies.
A before school and after school program for students identified as artistically
gifted and talented is provided in art, music, dance, and theatre. In
addition, various enrichment activities in the arts are provided for any
student on an on-going basis for a designated period of time. Examples
include: digital photography, newspaper writing, story telling and digital
production.
The arts team collaborates to write original scripts that include other content
areas for students to perform at each grade level (up to 180 students in
one production). All performances are choreographed and all students have
costumes. Local artists and high school music and arts students are used in
these performances to support, enrich and mentor the elementary students.
Business and community partnerships support these efforts in many ways.
Faculty
• Visual Arts
• Music
• Dance
• Theatre
• Dance
• Vocal Music
This training is offered on a regular basis
Funding
District budget for the arts in this school: Our school can allocate district funds as
recommended to the principal by staff and members of the School Improvement
Council. Each year between 20 - 25 percent of the school’s funds are directly
allocated to the arts team. this year $30,000 has been allocated to the arts team.
• PTA - $3,000 is committed to the arts teachers for performances and $6.00
per student to support a field trip in the arts (annually).
• Ticket income from the fifth grade performance
• Arts Center of Coastal Carolina Adopt-A-School
• Island School council for the Arts Grants
• Beaufort County arts Council Grant
• Palmetto Electric Teacher Grants
• Finding and in-kind donations from local businesses
Our major fundraiser is a letter writing campaign by students asking for
donations. We do sell anything and all proceeds are used for the school. The
only overhead costs are envelopes and stamps.
HHISCA is the adopted school of the Arts Center of Coastal Carolina. They
provide discounted performance tickets, staff development for teachers,
artists in residencies, multi-cultural events, school-wide performances, props,
and costumes.
Facilities/Supplies
Computers
TV/DVD
Orff Instruments
Kiln
Digital Camera
Mirrors
Theatrical Props
Tools
Printers
Video Recorder
Audio Recording
Equipment
Drying Rack
Dance Floor
Costumes
Sound System
Internet Access
Arts Classroom
CD Player
Piano
Scanner
Theatre Storage Are
Other
Awards
• 2009 South Carolina John F. Kennedy Center for the Performing Arts Schools
of Excellence in Arts Education Award
• 2004-05, 2007-08 Palmetto Silver Award - Academic Achievement
• ABC Model Site School
• Distinguished Arts Program Grant
As an arts focused school of choice, HHISCA has grown in size from just
over 300 students to our current enrollment of 722. Since becoming an ABC
site, we have also won three Palmetto Silver Awards for achievement and
received the 2009 South Carolina John F. Kennedy Center for the Performing
Arts Schools of Excellence in Arts Education Award. HHISCA is a great school
with a dedicated staff, supportive families and a nurturing as well as arts rich
community where every child is a masterpiece!
Howe Hall AIMS
(Arts Infused Magnet School)
115 Howe Hall Road
843-820-3899
FAX: 843-820-5428
http://www.berkeley.k12.sc.us/AIMS.cfm
Principal: Marty French
Type: public
Location: Suburban
Demographics
Teacher/Student Ratio: 1:23 core teachers; 1:15 including all teachers
Student Population
• 70% Caucasian
• 5% Hispanic
• 2% Asian
• 3.5% Other
• Artistically Gifted and Talented : 10.5%
Curriculum
• Arts Magnet
• Arts in Basic Curriculum Site Yes
Arts teachers team-teach with non-arts teachers infusion lessons ona 3week rotating schedule. Classes receive arts instruction in the arts class once
a week. Arts exploratory classes are attended by 3rd through 5th graders
once a week. Non-arts teachers integrate the arts into their lessons and arts
teacher integrate the traditional classroom curricula into their arts classes on
a daily basis.
After- School arts programs offered at this school
Artists-in-residence programs and arts teachers have taught in the after
school programs in past years.
Howe Hall AIMS received the National Creative Ticket School of Excellence
award because of the total infusion of arts into the curriculum. Teachers
are trained on the arts and 1/3 of the the non-arts teachers have pursued
advanced certification with reference to the arts. Arts teachers are trained
on non-arts subjects, pursue advance certifications in their arts areas and
have attended many of the state sponsored arts institutes to further hone
their arts’ expertise. All teachers collaborate for infusion planning: thorough
year-long planning is done during the summer months and plans are updated
in monthly infusion meetings. The exploratory program offers students a
comprehensive view of the arts and allows them opportunities to explore
their talents within many.
Faculty
• Visual Arts
• Music
• Dance
• Theatre
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Dance
• Vocal Music
• Other: Steel Drums
This training is offered during summer and school year
Funding
• PTO/PTA/PTSO
• Fundraisers
• Silent/Live Auctions in which class-created works of art were sold. Donations
were received from area businesses, parents and grandparents. Donations
included services as well as products.
• Each class decorated large chameleons (school mascot) for which parents
and teachers bid highly.
Partnership include parent owned businesses such as dance studios, printing
companies and dry cleaners that offered specific services. The Naval
Weapons Station provides their staff for work on United Way Day(s) of
Caring, Carnivals and other special events. The local VFW post works with
the school to plan programs for Veteran’s Day programs and other patriotic
events and provides its facilities for use by the school.
Facilities/Supplies
Computers
TV/DVD
Piano Keyboards
Piano
Scanner
Dance Floor
Costumes
Sound System
Printers
Video Recorder
Orff Instruments
Internet Access
Arts Classroom
CD Player
Audio Recording
Equipment
Kiln
Drying Rack
Digital Camera
Barres
Mirrors
Other: Potters wheels
Other
Awards
• National Creative Ticket School of Excellence
• 3 years, SC Closing the Achievement Gap Award
• Arts Schools Network Conference Host School
Howe Hall AIMS students have met AYP each year and consistently score
above the state average and at the top of the district on standardized tests.
Students have received artistic accolades as well as teachers. Howe Hall
AIMS teachers have been recognized for teaching excellence through the
district teacher of the year program as well. Scheduling challenges have
been handled creatively by teachers and administrators working together
to find solutions that minimize interruptions while maximizing instructional
time. The limitations of a 55-year old building are being reduced by districtfunded renovations that will include a large performance area within a new
multipurpose/cafeteria space. Teachers, parents, staff and administrators
who embrace the philosophy have enabled the school to become a model of
arts infusion within Berkeley County, South Carolina and the nation.
J. V. Martin Junior High School
301 Martin Luther King Blv.
Dillon, South Carolina 29536
1 843 774 1212
FAX:
Dillon2.k12.sc.us
Principal: Amanda Burnette
Type: public
Location: Rural
Demographics
Teacher/Student Ratio: 1: 23
Student Population
• 15% Caucasian
• 10% Hispanic
• 1% Asian
• 0% Other
Student Attendance Rate for 2007-2008: We have a low attendance
Curriculum
standards-based arts education to students from: the school.
I teach 2, 7th grade 45 min. art classes then 2, 30 minute Sonday Reading
classes and 2 8th grade 45 min. art classes.
Faculty
• 2-D Visual Arts
Funding
Facilities/Supplies
Computers
Internet Access
Printers
TV/DVD
Other
The principal has been generous with ordering supplies. Also encouraging
and supportive of students entering art shows.
Jennie Moore Elementary
1256 Hamlin Road
Mt. Pleasant, SC 29466
843 849-2815
FAX: 843 849-2891
[email protected]
Principal: Karen Felder
Type: public
Location: Suburban
Demographics
Student Population
• 60% Caucasian
• 2 % Hispanic
• 2 % Asian
• 6 % Other
• Artistically Gifted and Talented : NA
Curriculum
• Arts Magnet
The arts are included in the master schedule
Faculty
• Visual Arts
• Music
• Theatre
• 2-D Visual Arts
• Media Arts
This training is offered at least once yearly
Funding
• PTO/PTA/PTSO
• Fundraisers
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Audio Recording
Equipment
Kiln
Digital Camera
Other
Printers
Arts Classroom
CD Player
Piano
Internet Access
Orff Instruments
MP3 Player
Drying Rack
Theatrical Props
Sound System
Scanner
Costumes
Awards
• National Blue Ribbon School
• South Carolina Healthy School
Logan Elementary School
815 Elmwood Ave.
Columbia, SC 29201
803-343-2915
FAX: 803-929-3896
richlandone.org/ElementarySchools/logan
Principal: Dr. Richard E. Moore
Type: public
Location: Urban
Demographics
Grade Levels Served: 3 year olds-5
Student Population
• 12.3% Caucasian
• 6% Other
• Students for whom English is a second language: .4%
• Artistically Gifted and Talented : NA
My entire school is arts-focused. We have both Montessori and Traditional
classrooms. The students in the Traditional program are from our attendance zone.
The Montessori program serves a larger portion of our district.
Curriculum
standards-based arts education to students from both the school and the
district.
• All students in our Montessori and Traditional classes focus equally on music,
Each class is scheduled for music, art and dance or drama each week. Each
class gets drama one semester and dance the other.
We have a jazz dance ensemble, strings instruction, steel band and three
choral groups that rehearse outside of school hours.
Our steel band and the collaboration of the band with the dance and chorus
for performances is innovative. In addition, the visual arts, theatre/dance,
and music teachers work with the classroom teachers to develop projects
that integrate the arts into the basic curriculum.
Faculty
• Visual Arts
• Music
• 2-D Visual Arts
• 3-D Visual Arts
• Vocal Music
:
This training is offered through funding by grants to attend workshops and by
workshops offered to the faculty on site.
Funding
• PTO/PTA/PTSO
• Fundraisers
Innovative Fundraisers: We have recently had two benefits at local restaurants
where professional musicians have donated their time to perform and cover charges
and percentages of income from the evening have come to our Fine Arts Fund.
The Elmwood Park Neighborhood Association and St. Timothy’s episcopal Church
are two local organizations that have supported the arts through donations of
volunteer time and money as well as offering venues for performances. We have
had several local businesses to sponsor concerts by local artists to raise funds
for the program. Park street Baptist Church will be our partner this year in our
Inaugural Logan elementary Choral Festival, an even for local elementary school
choral groups.
Facilities/Supplies
Computers
Internet Access
TV/DVD
Video Recorder
Orff Instruments
Audio Recording
Equipment
Kiln
Drying Rack
Digital Camera
Barres
Sound System
Printers
Arts Classroom
CD Player
Piano
Scanner
Mirrors
Costumes
Other
Awards
• Steel Band - Most Entertaining Entry and 2nd place for Best Band (1st Place in
Best Band in 2008) - Carolina Carillon
• Chorus - Ratings of Excellent for 2 years running - Carowinds Festival
• Distinguished Arts Grant Recipient
• Dance Ensemble featured as only elementary entry in District Dance Festival
• Individual and class winners in the district Visual Literacy Festival
Photography, Puppetry and Book Making divisions, including a grand Prize for
Puppetry.
• A fifth grad student as district winner of the 2010 state Superintendent’s
Writing Award Program
Logan Elementary School serves 265 students. Although our last School
Report Card Rating was “Unsatisfactory,” we have met AYP for the current
year and our scores are up in all areas. All students at Logan are touched by
the instruction and various experiences found in our Fine Arts Program. Our
Fin Arts Program also includes opportunities for students to participate in a
variety f performance ensembles. Participation requires students to make
wise behavioral choices and do their best academically. It is “cool” at Logan
to be a well-behaved student who works hard in school.
Marrington School (Middle)
109 Gearing Street
843-572-0313
FAX: 843-820-4063
www.berkeley.k12.sc.us
Principal: Arnold Coull
Type: public
Location: Suburban
Demographics
Student Population
• 62% Caucasian
• %3 Hispanic
• 3% Asian
• 3% Other
• Academic Gifted and Talented: 17
Students served by IEPS and 504 plans : 18
Curriculum
standards-based arts education to students from: the district
• Arts Magnet
o Students focus on one art form
The students go to two related arts classes each day. ( One is in their focus
area and one rotates each quarter) Also, we have arts infusion where arts
teacher go to the classroom to team teach.
Our school district offers the state identified gifted and talented children
a after school program that includes dance, drama, visual arts, and taiko
drums.
Students create animated films and present a school wide musical each
year. We are most proud of the infusion that academic teachers, related arts
teacher, and artists in residence bring to the academic classrooms.
Faculty
• Visual Arts
• Music
• Dance
• Theatre
• 2-D Visual Arts
• 3-D Visual Arts
• Dance
• Vocal Music
This training is offered at least 3 times a year
Funding
• PTO/PTA/PTSO
• Fundraisers
Creative Spark helps with booking artists in residence. PTSO and the Naval
Weapons station provide resources for our programs.
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Piano
Scanner
Mirrors
Costumes
Printers
Arts Classroom
CD Player
Kiln
Digital Camera
Dance Floor
Internet Access
Piano Keyboards
Drying Rack
Barres
Theatrical Props
Sound System
Other
Awards
• Palmetto Gold and Silver
• EOC Closing the Gap
• Mock Trial Regional Winner 3 years
We have received awards and been recognized for our academic achievement
since our curriculum has become arts infused. We believe that our goals
have been met because we have found a way to engage all children in
learning by adding arts in each classroom.
McCracken Junior High School
300 Webber Road
Spartanburg, SC 29307
864-594-4457
FAX: 864-596-8418
http://mccracken.spartanburg7.org/
Principal: John Craig
Type: public
Location: Urban
Demographics
Student Population
• 59% Caucasian
• 3% Hispanic
• 2% Asian
• 1% Other
attendance zone.
Curriculum
based on their artistic strengths. Students determine the number and variety
of focus areas for themselves.
We have five full time teachers dedicated to arts instruction. Various courses
are offered in single semester or yearlong durations.
We offer both Theatre Odyssey and Marching Band as after school programs.
We have artists in residence, National Arts Honor Society, and we produce
musicals and plays which integrate various arts programs. The current
artist in residence provides dance instruction through the Drama course
on a weekly basis. Our students routinely participate in various and many
competitions throughout the year.
Faculty
• Visual Arts
• Music
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Vocal Music
Funding
• PTO/PTA/PTSO
• Fundraisers
Innovative Fundraisers: Art Show
Ballet Spartanburg offers artist in residence. The Artist Guild offers guest
speakers. Converse College offers assistance through arts education
programs.
Facilities/Supplies
omputers
TV/DVD
CD Player
Audio Recording
Equipment
Drying Rack
Mirrors
Theatrical Props
Printers
Arts Classroom
Piano Keyboards
Piano
Internet Access
Video Recorder
Orff Instruments
Kiln
Scanner
Dance Floor
Costumes
Sound System
Digital Camera
Barres
Other
Awards
• Mathcounts won chapter title 13 consecutive years
• National Word Master Competition 4th in the nation
• Youth in Government Outstanding Delegation 2004-07
During the year, the legislature had to reduce school budgets numerous times
by significant amounts. A typical fiscal response to this type of action by school
districts is to reduce outlays to the electives and reduce support of programs.
McCracken Junior High School met the fiscal challenges presented to the arts
program and continued to support the program’s initiatives with unwavering
commitment. Actions taken by the fine arts committee that exemplify that
commitment include the review and updating of standards-based curriculum guides
for music, photography, and the visual arts. McCracken presented a musical titled
“School House Rocks” which revived a tradition of plays, musicals, symphonies,
etc. This year, with the inclusion of a dance instructor, students receive dance
instruction through the drama classes on a weekly basis. Finally, in preparation for
the next year, McCracken is solid in its stance that the arts will be a key component
in the learning, culture, and community which it serves.
John Craig
Monaview Elementary School
10 Monaview St
Greenville, SC 29617
864-355-4300
FAX: 864-355-4314
greenville.k12.sc.us/monaview
Principal: Sharon Dowell
Type: public
Location: Urban
Demographics
Teacher/Student Ratio: 1/18.75
Student Population
• 37% Caucasian
• 42% Hispanic
• 1% Asian
• 3% Other
Curriculum
• This school does not use a curriculum guide for delivering quality, sequential,
standards-based arts education to students from:
School arts programs offered at this school
Faculty
• Visual Arts
• Music
This training is offered through IDEA workshops 40 hours per year
Funding
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Printers
Arts Classroom
CD Player
Piano
Drying Rack
MP3 Player
Scanner
Other
Awards
• IDEA school
Internet Access
Audio Recording
Equipment
Kiln
Digital Camera
Pine Street Elementary
500 S. Pine St.
864/594-4470
FAX: 864/594-6150
www.pinestreet.spartanburg7.org
Principal: Anne Chapman-jeter
Type: public
Location: Urban
Demographics
Student Population
• 75% Caucasian
• 1% Hispanic
• 2% Asian
• 1% Other
• Artistically Gifted and Talented : Do not currently have this as a program
Students served by IEPS and 504 plans: approximately 10%
My entire school is arts-focused. both students from our attendance zone and those
students accepted by school choice may attend.
Curriculum
The arts specialists reach each student one or two times per week varying by
discipline and grade level. The students are also reached through arts infused
lessons.
After school arts programs include: Dance Ensemble, Honors Chorus, Star
Academy Dancers, Recorder players, open art studio. These programs meet
weekly. Some programs are accessible only by audition. Others are open to
students who are interested.
The innovative programs that we offer include: composition and
choreography with performance opportunities, master classes, attendance
at local professional performances, membership in Muse Machine (brings
professional performances to our school), grade level productions, arts
infusion and integration.
Faculty
• Visual Arts
• Music
• Dance
• Dance
• 2-D Visual Arts
• 3-D Visual Arts
• Dance
• Vocal Music
• Other: drumming
Total number of certified arts teacher at this school: 5 full-time and 5 part-time
This training is offered during the year in weekly after school staff
development sessions as well as professional workshops offered by various
arts organizations.
Funding
•
•
•
•
•
PTO/PTA/PTSO
ABC Advancement Grants
Distinguished Arts Program Grants
SC Department of Education Arts Curricular Innovation Grants
Other grants from foundations
Innovative Fundraisers: We “pass the hat” at performances and accept donations
from area businesses, parents, and grandparents..
We are partners with The Arts Partnership of Greater Spartanburg, Ballet
Spartanburg, and Wofford College. These partnerships significantly impact
our program through sharing of props and costumes, master classes, and
performances.
Facilities/Supplies
Computers
TV/DVD
CD Player
Piano
Drying Rack
Printers
Arts Classroom
Piano Keyboards
MP3 Player
Scanner
Theatrical Props
Interactive Whiteboards
Internet Access
Video Recorder
Orff Instruments
Kiln
Digital Camera
Mirrors
Costumes
Sound System
Dance Floor
Other
Awards
• Palmetto Gold
• ABC Model Site since 1989
• Excellent Rating on School Report Card since inception
The instructional advances and accomplishments of which we are proud
include professional development in the area of arts infusion, creation of a
school wide steering committee to guide us in our school choice program
(arts infusion), arts study groups-where classroom and arts specialists
explore and create, and presentations to our district level instructional
subcommittee for our arts infusion program. We are also actively engaged
in hiring an arts coordinator for curriculum development and securing more
technology for our arts and classroom teachers. We are extremely proud
of our Excellent rating on the School Report Card for NINE years and our
designation as an ABC Model Site since 1989.
Our curriculum provides students with lessons that incorporate multiple
intelligences thereby unleashing the power to reach each one equally. As we
look to the future, we realize that an arts infused curriculum is ta necessary
and logical step as we seek to better prepare our students. All students will
have a greater chance to succeed and will be challenged beyond that of a
traditional classroom environment.
Polo Road Elementary
1250 Polo Road
Columbia, SC 29223
8034192226
FAX: 8034622173
www.richland2.org/pre
Principal: Jane Fancher
Type: public
Location: Suburban
Demographics
Student Population
• 33% Caucasian
• 12 % Hispanic
• 8 % Asian
• 0% Other
• Students for whom English is a second language: ?%
• Academic Gifted and Talented: ?%
Students served by IEPS and 504 plans: %
attendance zone.
Student Attendance Rate for 2007-2008: almost 700
Curriculum
o If students focus on certain art forms, how many focus areas does
each student have?
we see our students for 3 days in a row on a 6 week cycle, so basically we
see every child in the school every 18 days for 3 consecutive days
Faculty
• Visual Arts
• Music
• 2-D Visual Arts
• 3-D Visual Arts
• Vocal Music
Funding
District budget for the arts in this school: I receive $3,000 a year for supplies
• PTO/PTA/PTSO
In addition to being the art teacher I also teach after school dance lessons
Facilities/Supplies
Internet Access
Piano Keyboards
Kiln
Digital Camera
Other
Awards
• Red Carpet
Computers
TV/DVD
Video Recorder
Orff Instruments
Drying Rack
Dance Floor
Printers
Arts Classroom
CD Player
Piano
Scanner
Richland Northeast High School
7500 Brookfield Road
Columbia , South Carolina 29223
803-699-2800
FAX: 803-736-8750
www.richland2.org
Principal: Mr. Ralph Schmidt
School Level: High
Type: public
Location: Urban
Demographics
Student Population
• 30% Caucasian
• 8% Hispanic
• 1% Asian
• 1% Other
Students served by IEPS and 504 plans: 25%%
attendance zone.
Curriculum
standards-based arts education to students from the school.
• Arts Magnet
o Students focus on 1 art form.
We offer early bird (7:30 am) and late bird (3:30 pm) classes. Our schedule
also incorporates both 90 min. block and 55 min. classes. In addition our
magnet classes are offered mostly in the afternoons so that students can
earn their academic credits in the mornings.
We offer after-school dance and theatre classes. We also offer an afterschool electric string class. In addition, the Pop, Broadway and Jazz class
meets for 2 hours each Monday evening.
Faculty
• Visual Arts
• Music
• Dance
• Theatre
• 2-D Visual Arts
• 3-D Visual Arts
• Dance
This training is offered during District and School In-Service Days
Funding
• Fundraisers
Innovative Fundraisers: Including middle and elementary school students in our
performances increases our ticket sales.
We partner with the University of SC Columbia in Literary Arts by hosting
Split-P Soup, a poetry workshop sponsored by the USC Creative Writing
Dept. and open to the public as well as our students. We also partner with
the Juvenile Diabetes Research Foundation by sponsoring Amazing Feets, a
performance event featuring dance and theatre companies throughout the
midlands, as well as our students. All proceeds go to benefit the foundation.
We partner with Cropwalk and the Children’s Garden by sponsoring Hunger
Week during which our visual arts students present to English classes their
hunger baby drawings and stories depicting children throughout the world
who live in poverty, in the hopes of raising at least a dollar per student at our
school. Although our enrollment is around 1500, students raised over $2000
this year.
Facilities/Supplies
Computers
TV/DVD
Piano Keyboards
MP3 Player
Scanner
Dance Floor
Costumes
Sound System
Printers
Video Recorder
Audio Recording
Equipment
Kiln
Digital Camera
Barres
Internet Access
Arts Classroom
CD Player
Piano
Drying Rack
Mirrors
Theatrical Props
Tools
Other
Awards
• Creative Ticket National School of Distinction
• Red Carpet School
• 5 years on Newsweek's list of 1000 best schools
Our principal, Ralph Schmidt, says he is thrilled that the district’s fine arts
magnet is housed on the campus of Richland Northeast and equally thrilled
to host the Tri-District Arts Consortium on our campus this summer. He
feels the arts have made a dramatic and positive impact on the school and
community, and he took the lead in supporting a major renovation of our arts
facilities to better serve our students. He says he “is pleased to report that
we’ve moved from success to success, measurable in any number of ways...
Our students enjoy coming to school. They are engaged in their classes.
Along with our reputation as a diverse and creative learning community, we
also are known as the Cavalier family.” As far as challenges are concerned,
Schmidt says, “We are facing another crunch. Richland Two had an $8
million cut in state funding this school year. Without federal stimulus funds,
our district faces an additional $6.2 million in cuts next year, the equivalent
of 85 staff positions. Now more than ever it is critical that we make our
voices heard in support of education.”
Saluda River Academy for the Arts
1520 Duke Avenue
West Columbia, South Carolina 29169
803-739-4095
FAX:
http://sr.lex2.groupfusion.net/
Principal: Tonya Fryer
Type: public
Location: Suburban
Demographics
Student Population
• 47% Caucasian
• 18% Hispanic
• 2% Asian
• 3% Other
• Academic Gifted and Talented: 20.4 %
Curriculum
• This school does not use a curriculum guide for delivering quality, sequential,
standards-based arts education to students from:
• Arts Magnet
Our school’s arts schedule is set up so that every student receives weekly
standard based instruction in each of the four arts. The arts teachers have
two blocks a day where they do not have a regularly scheduled class. These
blocks of time are used for our arts integration. Each arts teacher is assigned
a different grade level per week.
Our school offers a variety of after school programs in the arts for a minimal
fee, with scholarships available. These classes may include tap dance, ballet,
acting, and crafts. Our arts teachers also direct after school service groups
for students at no charge. These service groups include our Once-Upon-A
Puppet Troupe, Bubblin’ Bobcat Chorus, Saluda River Singers, Arts Majors
Club, and Saluda River Dance Company. All of our arts teachers help to direct
our Arts Unlimited! performance group, which incorporates all of the arts in
their performances.
School-wide arts integration classes scheduled on a regular basis for grades
1 – 5. The classes are team taught by arts and classroom teachers. The
classes utilize the arts to teach traditional subjects’ standards while providing
additional practice in the arts standards. An annual Artist-in-Residence
program that provides four guest artists (art, dance, drama, & music)
enabling each student in grades 1 – 5 spends a week with one of the guest
artists.
Faculty
• Visual Arts
• Music
• Dance
• Theatre
• Dance
• Vocal Music
This training is offered yearly.
Funding
• PTO/PTA/PTSO
Our School has partnerships, just for the arts program with our local Holiday
Inn, Our Savior Lutheran Church and the Lake Murry Symphony. The Holiday
Inn allows our guest artists to stay at little to no charge to the school. The
Lake Murry Symphony has played with us for our performances, and our
chorus has sung with them. Our Savior Lutheran Church helps our arts
program financially as well as giving our students another venue to perform.
Facilities/Supplies
Computers
TV/DVD
CD Player
Piano
Scanner
Theatrical Props
Printers
Arts Classroom
Piano Keyboards
Kiln
Digital Camera
Costumes
Internet Access
Video Recorder
Orff Instruments
Drying Rack
Sound System
Other
Awards
• National Distinguished Title 1 School
• Distinguished Arts Program
• National Star Teacher (visual art teacher)
Our school is unique because no other school in the state has integrated the arts
into the curriculum as we have. Our students are fortunate to learn arts and
academic standards simultaneously with instruction from arts teachers and regular
classroom teachers. High expectations coupled with an integrated philosophy are
helping all of our students to achieve.
South Carolina Governor’s School
for the Arts and Humanities
15 University Street
864-282-3777
FAX: 864-241-1235
www.SCGSAH.state.sc.us
Principal: Dr. Bruce Halverson (President), Sharon Kazee (Dean)
School Level: High
Type: public
Location: NA
Demographics
Student Population
• 73% Caucasian
• 2% Hispanic
• 5% Asian
• 5% Other
• Students eligible for free/reduced lunch: NA
• Students for whom English is a second language: 0
• Academic Gifted and Talented: NA
Student Attendance Rate for 2008-2009: 227
Curriculum
o Students focus on one focus areas as a pre-professional program
Faculty
• Visual Arts
• Music
• Dance
• Theatre
• Creative Writing
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Dance
• Vocal Music
• Piano
• Creative Writing
• Other: Many areas! Space won’t allow answers
Total number of certified arts teacher at this school: 20 Full time plus 33 part time
This training is on-going
Funding
District budget for the arts in this school: NA
• Fundraisers
• State Legislature
Facilities/Supplies
Computers
TV/DVD
Piano Keyboards
Printers
Video Recorder
Orff Instruments
Piano
Drying Rack
Mirrors
Theatrical Props
Tools
Bronze Foundry
MP3 Player
Scanner
Dance Floor
Costumes
Sound System
Black Box Theatre
Other
Internet Access
Arts Classroom
CD Player
Audio Recording
Equipment
Kiln
Digital Camera
Barres
Recital Hall
Awards
• Best in the world for a school this size in AP music
• Numerous student winners in regional and national arts competitions
• Outstanding School award, Youth American Grand Prix 2010 Dance Regional
• Summa Cum Laude, Distinguished Performance Recognition in SAT and ACT
Examinations
South Florence High School
3200 South Irby Street
Florence, SC 29505
(843) 664-8190
FAX: (843) 664-8184
http://www.fsd1.org/southflorence/
Principal: Neal Vincent
School Level: High
Type: public
Location: Rural
Demographics
Student Population
• 63% Caucasian
• 1% Hispanic
• 0% Asian
• 0% Other
Students served by IEPS and 504 planZ: 18%
Curriculum
standards-based arts education to students from both the school and
district.
o Students focus on 1 or 2 art forms.
The schedule at SFHS supports arts programming. Band, Chorus and
Orchestra are offered daily on the 4X4 schedule giving students 2 academic
units each year. During 1st and 2nd semester Dance, and Drama are
availible 2 periods per day and Video Production and Guitar are offered 1
period a day. With 1.5 Visual Arts teachers we have 5 sections of art offered
each day both semesters.
The District provides the gifted and talented students opportunities during
the summer and after school. The band and chorus often have after school
practices and programs.
SFHS is very excited about the arts integration programming. The use of the
GBE for arts integration efforts has been quite positive.
This year the 9th grade English teachers have incorporated Drama Standards
and all 445 freshmen have been on the stage and worked the first scene
of Romeo and Juliet with the Artist in Resident Buren Martin of the Baillie
Players. The students and teachers are thrilled with the experience and the
impact on learning for the End of Course exam.
Faculty
This school has certified instructor for
• Visual Arts
• Music
• 2-D Visual Arts
• 3-D Visual Arts
• Vocal Music
• Other: Dance teacher is working on PACE certification
This training is offered through Artist in Residencies and Summer Institutes
Funding
• PTO/PTA/PTSO
• Fundraisers
• Innovative Fundraisers:
1 - Sponsor the Miss Merry Christmas Pageant
2 - Selling Candy (buy from Sam’s Club)
3 - Use grant money as “seed money” for Special Arts Projects
South Florence has a community support system which was formalized in
2005 and called the Community Arts Partnership Alliance. This group of
students, Parents, Teachers and Community members work together to
benefit the arts programing at SFHS. With every new arts initiative these
folks rally to support the efforts. They are willing to provide time, money
and/or contacts to help us improve the arts program at our school.
Facilities/Supplies
Computers
TV/DVD
Audio Recording
Equipment
Kiln
Digital Camera
Barres
Printers
Video Recorder
Piano
Internet Access
Arts Classroom
CD Player
MP3 Player
Drying Rack
Mirrors
Theatrical Props
Scanner
Dance Floor
Costumes
Sound System
Other
Awards
• Red Carpet
• Palmetto Gold and Silver Award
Mr. Neal Vincent, principal, continues to implement every suggestion
provided for improving and expanding the SFHS arts program. He attended
and spoke at the first SFHS National Arts Honor Society installation meeting
and supports the senior Honor Society members wearing the arts cords at
graduation. He has expanded the display areas for student art and has
requested a Student Art Gallery be placed in the lobby entrance of the
school. He has also provided the resources for student art to be framed and
displayed in the main office and the guidance area.
Springdale Elementary School
361 Wattling Road
West Columbia, SC 29170
803-739-4175
FAX: 803-739-3189
http://spr.lex2.groupfusion.net/
Principal: Shane Thackston
Type: public
Location: Suburban
Demographics
Student Population
• 65% Caucasian
• 3% Hispanic
• 0% Asian
• 2% Other
attendance zone.
Curriculum
Art is part of our special area rotations.
We have two family arts nights throughout the year.
At the end of the year, our school participates in Celebration of the Arts.
Faculty
• Visual Arts
• Music
Funding
• PTO/PTA/PTSO
• Fundraisers
Our PTO supports the arts program.
Facilities/Supplies
Computers
TV/DVD
Piano
Digital Camera
Other
Printers
Arts Classroom
Kiln
Internet Access
CD Player
Drying Rack
Spring Valley High School
120 Sparkleberry Lane
Columbia, SC 29229
803-699-3500
FAX: 803-699-3541
www.springvalleyartsacademy.com
Principal: Dr. Greg Owings
School Level: High
Type: public
Location: Suburban
Demographics
Student Population
• 41% Caucasian
• 6 % Hispanic
• 4 % Asian
• % Other
zone.
Curriculum
SV had seven 48 minute classes a day. Arts classes are scheduled all day
long. This schedule allows for maximum number of student to be put into our
classes
Visual arts students stay every Tuesday from 4-6pm for Arts Academy. SV
Drama puts on 3 shows a year with after school practices. SV orchestra and
band have afterschool practices and performances.
SV offers separate classes in Media Arts, Painting, Printmaking, and
Sequential Art as well as standard Art I, Art II, Drawing, Photography, and
Sculpture. We will also begin to offer an art class exclusively for special
education students starting in Spring of 2010. We have a school wide arts
assembly every year and we have hosted the NAHS SC Conference in 2007
and 2009
Faculty
• Visual Arts
• Music
• Dance
• Theatre
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Dance
• Vocal Music
• Other: AP Music Theory, AP Studio Art
Funding
• Fundraisers
The SV Education Foundation is a huge supporter of the arts. In 2009 they
gave 30,000 to various arts programs for supplies and equipment.
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Orff Instruments
MP3 Player
Scanner
Theatrical Props
Tools
Other
Printers
Arts Classroom
CD Player
Audio Recording
Equipment
Kiln
Digital Camera
Mirrors
Costumes
Sound System
Other: 30 x 60 etching
press
Internet Access
Piano Keyboards
Piano
Drying Rack
Awards
• Palmetto's Finest School 2009
• Palmetto Gold Award recipient for six years
• recognized by College Board, top 50 schools in US
Stone Academy of Communication
Arts
115 Randall Street
864-355-8400
FAX: 864-355-8455
www.greenville.k12.sc.us/stone
Principal: Mr. Ed Holliday
Type: public
Location: Urban
Demographics
Teacher/Student Ratio: K-1:23
1st-3rd -1:22
4th-5th 1:25
Student Population
• 66% Caucasian
• 3% Hispanic
• 2% Asian
• 5% Other
• Students for whom English is a second language: 9 students or less than 2%
• Artistically Gifted and Talented : 160
• Academic Gifted and Talented: 34% of 3rd-5th or 114 students
Students served by IEPS and 504 plans: 11 % with IEP’s; 1 student with 504 plan
Curriculum
• Arts Magnet
grade-level or other subject classroom
1st-5th grade students attend a 45 min. art class each day (music, art,
drama, dance, P.E.) K5 students attend a 30 min. art class each day. String
classes for 3rd-5th grade students meet twice a week for 45 min. A Suzuki
Strings Review Class meets once a week for 45 minutes.
The Encore program is Stone Academy’s after school arts program consisting
of 21 classes and serving 250 students. Classes meet once a week for 30
min. to an hour. Students pay $40 a month for group classes and $70 per
month for private violin or piano lessons.
The annual Spring Show is an original musical written each year by our
drama teachers. All 596 students in the school participate either through
singing, dancing, drama, or strings. The performance is presented in
McAlister Auditorium at Furman U. with 2000 people attending.
Faculty
This school has certified instructor for
• Visual Arts
• Music
• Dance
• Theatre
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Dance
• Vocal Music
This training is offered 1 week in the summer; 2 half days during the year.
Funding
• PTO/PTA/PTSO
• Fundraisers
• Innovative Fundraisers: Innisbrook Wrapping Paper
The Peace Center’s Professional Development series of Teacher Workshops,
the IDEA program, and the Summer Institute has provided intensive
professional arts integration training for our teachers and staff and has
significantly impacted the arts program at Stone Academy.
Facilities/Supplies
Computers
TV/DVD
Piano Keyboards
Printers
Video Recorder
Orff Instruments
Piano
Drying Rack
Mirrors
Theatrical Props
Tools
MP3 Player
Scanner
Dance Floor
Costumes
Sound System
Internet Access
Arts Classroom
CD Player
Audio Recording
Equipment
Kiln
Digital Camera
Barres
Other
Awards
• South Carolina Alliance for Arts Education -"Creative Ticket-School of
Excellence"
• Red Carpet School Award
• National PTA Parent Involvement Award
Stone Academy began as an arts magnet school in 1995 as one of the first
magnets schools in Greenville County. We were allowed to re-staff in order to
make that transition possible. Approximately half of the existing faculty was
chosen to stay and we were able to attract truly outstanding teachers who chose to
transfer to an inner-city school for the challenge of developing Greenville County’s
first arts magnet school. We established credibility the first year and in a short
time completely changed the reputation of the school.
Since that time, as vacancies have occurred, we have held team interviews and
chosen teachers carefully. We have continued to attract excellent teachers who
share the vision of the school. In the rare occasions when a teacher has come and
did not find the school to be what she expected, she has moved on in a year or two.
The culture is now too strong for negative people to change it.
One of the challenges I have faced in changing Stone from a traditional school
with a high poverty index to a premiere arts magnet school with long waiting list,
is to provide quality staff development that keeps teachers energized and growing
in arts-integrated teaching. Over the years, we have utilized many professional
development opportunities. We consistently send new teachers to a week-long
summer institute in arts integration at the Peace Center’s Education Outreach. We
have also had a grant-funded weekend retreat that focused on school-wide themes
and assessment and a year-long class taught on site by Dr. Roxanna Albury,
formerly of Lander University. The Greenville County Museum of Art provided a
year-long class on utilizing the museum as a teaching resource. The single most
valuable resource has been the Peace Center’s grant funded IDEA (Intensive
Development of Education through the Arts) program. This three-year program
brings artists from the Kennedy Center in Washington, DC into classrooms to model
arts-integrated teaching. Participants create and share arts-integrated lesson
plans with each other. A majority of Stone teachers are now participating or have
participated in this program. We also have an annual rotation of pairing each grade
level with a member of the fine arts team for a year of collaboration in creating
lesson plans. Homeroom teachers learn the standards of music, for example, from
the music teacher, while the music teacher becomes more familiar with first grade
standards. When funds permit, we hire substitutes to allow a half day planning
with each grade level and their designated artist in the fall and again in January.
This planning time has lead to some very good arts-integrated lessons and fostered
a collaborative culture in the school.
In short, the greatest challenge has been to reach a shared vision and maintain
a passion for developing fresh, creative, arts-integrated lessons. Through
shared governance, peer interviews, and quality professional development, we
have succeeded in accomplishing this feat. The result has been to change a low
performing school to a high performing one.
102 Pine Knoll Dr.
864-355-2550
FAX: 864-355-2579
www.fineartscenter.net
Principal: Roy S. Fluhrer
School Level: High
Type: public
Location: Urban
Demographics
Teacher/Student Ratio: 1-Dec
Student Population
• 95% Caucasian
• 1 % Hispanic
• 1 % Asian
• 0 % Other
• Students eligible for free/reduced lunch: Do not serve lunch here
• Students for whom English is a second language: Do not teach ELA here
• Academic Gifted and Talented: Do not teach academic programs here
Curriculum
• Arts Magnet
o Students focus on one art form.
As a magnet school we have 2 hours in the AM (beginning students) and
2 hours in the PM (advnaced students) daily to deliver high quality arts
instruction in each of 6 disciplines to over 400 students.
Gifted and Talented Artistic program in visual art, music (strings), dance and
drama for over 500 4th throuh 8th graders meets M-F.
Nearly every program we have is innovative in course content, student
expectations and execution.
Faculty
• Visual Arts
• Music
• Dance
• Theatre
• 2-D Visual Arts
• 3-D Visual Arts
• Media Arts
• Dance
• Vocal Music
• Other: Music Engineering, Creative Writing
Total number of certified arts teacher at this school: 14.5
Funding
District budget for the arts in this school: $1,100,000
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Printers
Arts Classroom
CD Player
Piano
Drying Rack
Mirrors
Theatrical Props
Tools
MP3 Player
Scanner
Dance Floor
Costumes
Sound System
Other: Film Studio with
editing equipment; amps,
etc.
Internet Access
Audio Recording
Equipment
Kiln
Digital Camera
Barres
Other
As we are an arts magnet school, and a pre-professinoal program, our
students have access to the latest technology and instructional methods and,
therefore, attend the finest conservatories, universities and colleges in the
country.
Woodland Heights Elementary
1216 john B. White, Sr. Blvd.
864.576.0506
FAX: 864.595.4239
www.spart6.org
Principal: Dr. Cynthia J. Pridgen
Type: public
Location: Suburban
Demographics
Student Population
• 29% Caucasian
• 3% Hispanic
• 1% Asian
• 2% Other
zone.
Curriculum
Students recieve 40 minutes of visual arts and music per week. Dance and
drama are incorporated in PE and classroom lessons.
None at this time.
LOTS of artist in residence....8-10 per year. We also receive MUSE Machine
arts performances. Annual Fine Arts Festival, fine Arts Share Week (parents
and community are invited to observe and participate in the the ARTS),
Family ARTS nights (such as Family Clay Play), Content Standards Based
musical drama performances (each grade lever - every year), strings and
Band programs for 5th grade students.
Faculty
• Visual Arts
• Music
• 2-D Visual Arts
• Vocal Music
This training is offered 2-3 times per year
Funding
• PTO/PTA/PTSO
• Fundraisers
Innovative Fundraisers: clay night...parents and students purchase a lump of clay,
form a project, and receive it back after fired.
Local businesses have supplies funds for costumes, supplies and materials.
Facilities/Supplies
Computers
TV/DVD
Video Recorder
Piano
Drying Rack
Mirrors
Sound System
Printers
Arts Classroom
CD Player
MP3 Player
Scanner
Dance Floor
Internet Access
Orff Instruments
Kiln
Digital Camera
Costumes
Other
Awards
• ABC Site
• Closing the Achievement Gap
• Read Carpet Service Award
• 2009-2010 SCAEA Elementary Principal of the Year
Carolina’s First Palmetto’s Finest Award
• Several teacher initiated grants
We address all areas but are still in need of funds for a dance teacher. We
have a nice studio. We use college students as a resource.
NorthwestEvaluationAssociation
Evaluatingacademic
Evaluating Academic
Growth
in South Carolina
growthinSouthCarolina
Arts Schools Using Virtual
ArtsSchoolsusingVirtual
Comparison
Groups
ComparisonGroups
JohnCronin,Ph.D.
2009
INTRODUCTION
Aspublicconcernhasgrownoverstudentperformanceinthecoreacademicsubjectsoverthepasttwentyyears,
thestatesandfederalgovernmenthaveundertakenanumberofinitiativestoholdschoolsaccountablefor
studentperformanceinreading,mathematics,andscience.Themovementamongstatestodevelopacademic
standards,theexpansionoftesting,andtherequirementsoftheNoChildLeftBehindActareallreflectiveofthis
movement.Schoolshaverespondedtotheseeffortsbyincreasingthetimedevotedtothecoreacademic
subjects,particularlyinelementaryschools.
ThestateofSouthCarolinahasawidevarietyofschoolswithartscenteredmissions.Theseschoolsarenot
immunefromthepressuretoimprovestudentachievementinthecoreacademicsubjects,norshouldtheybe.
Manyofthosewhoadvocatefortheartstakethepositionthattimedevotedtotheartsinschoolscomplements
instructioninthecoreacademicsubjectsandmaycreateasynergythatleadstoimprovedstudentachievement.
Otheradvocatesdonotgoquitesofar,ratherarguingthateducationintheartsisusefulbyitself,independentof
anyeffectitmighthaveoncoreachievement.Heretheargumentisthatartseducationcanbejustifiedaslongas
itdoesnotinterferewithstudentachievementinthecoresubjects.
Thepurposeofthisanalysiswastoinvestigatewhetherstudentgrowthinthecoreacademicsubjectswithina
smallgroupofmiddleandhighschoolswithartsͲcenteredmissionwasequivalenttoorgreaterthangrowthofa
likegroupofstudentsinotherschools
METHODOLOGY
MEASURINGSTUDENTACHIEVEMENTANDGROWTH
AllschoolsparticipatinginthisanalysisadministertheNorthwestEvaluationAssociation’sMeasuresofAcademic
Progress(MAP).MAPisacomputerizedͲadaptivetestthatcanbeadministeredinscience,languageusage,
reading,andmathematics.MAPreportsresultsonanequalintervalcrossͲgradescale.Thisscalemeasures
studentachievementinamanneranalogoustothewayatapemeasuremonitorsthephysicalgrowthofachild
acrossyears.TheequalintervalcrossͲgradescalemakesMAPanexcellentmeasureforassessingstudents’
academicgrowthacrosstheirschoolcareers.Inaddition,becauseoverfourmillionstudentstakeMAP
assessmentseachyear,itispossibletocomparestudentgrowthonMAPtootherstudentsthroughouttheUnited
Stateswhotaketheseassessmentseachyear.
PARTICIPATINGSCHOOLS
SixSouthCarolinaschools,threemiddleschoolsandthreehighschools,agreedtoreleasestudentachievement
dataforthisanalysis.ThesixschoolsallhaveanartsͲcenteredmissionandhavebeeneducatingstudentstothat
missionforatleasttenyears.ThemiddleschoolsparticipatinginthisanalysishadadministeredMAPduringthe
fallandspringtermsofthe2006Ͳ2007,2007Ͳ2008,and2008Ͳ2009schoolyears,thuspermittingtheanalysisofa
threecrossͲsectionsofstudentswhoattendedtheschooloverthattimeframe.Thehighschoolsparticipatingin
theanalysisreleasedMAPresultsforthefallandspringtermsofthe2006Ͳ2007and2007Ͳ2008schoolyears.
TheparticipatingschoolsdidnotalladministerthesamebatteryofNWEAtests.NWEAofferstwoassessmentsin
science(conceptsandprocesses,generalscience),alanguageusageassessment,areadingassessment,anda
mathematicsassessment.Allschoolsadministeredthereadingandmathematicsassessments,andfiveofthesix
2 0BIntroduction|NorthwestEvaluationAssociation
schoolsadministeredthelanguageusageassessment.Thescienceassessmentsaretypicallyusedatthe
elementaryandmiddleschoollevel.Theywereadministeredintwoofthethreeparticipatingmiddleschools
(AlstonMiddleSchoolandRollingSchooloftheArts).Resultsinthisreportareaggregatedacrossschools,thusfor
themiddleschoolgroupwereportedthecompiledresultsforallsubjects,notingthatscienceandlanguageusage
testingdidnotoccuratAndrewJacksonMiddleSchool.Allthreehighschoolstestedstudentsinlanguageusage,
reading,andmathematics.
MEASURINGSTUDENTGROWTH
Schoolsparticipatinginthisanalysismeasuredstudentachievementattwopointsintime,thefallandspringterm,
duringeachschoolyear.Thedifferenceinscalescoreperformancebetweenthefallandspringtermisthe
student’sgrowthandthatdifferenceisreportedinrawscalescorepointsbysubtractingthefalltermscorefrom
thespringterm’sscore.Forpurposesofthisstudy,scalescoregrowthistheprimarymetricusedtomeasuregains
instudentachievementovertime.
Becausethisanalysisisfocusedonstudentgrowth,weonlyincludedstudentswhotestedinboththefalland
springtermduringaparticularschoolyear.Asanexample,assumewehaveastudent,Marco,whotestedtwice
duringthefirstschoolyearstudied,fall2006andspring2007,testedinthefallduringthe2007–2008schoolyear,
andtestedinthespringofthe2008–2009schoolyear.Marcowouldhavearecordinthefall2006–spring2007
resultsbecausehetestedtwiceduringthatschoolyear.Histestresultswouldnotbeincludedintheanalysisfor
the2007–2008and2008–2009schoolyearsbecausehetestedonlyonceeachyear.
EVALUATINGSTUDENTGROWTH
OurgoalfortheanalysiswastocomparethegrowthofstudentsattendingtheschoolswithartsͲcentered
missions,calledthestudygroup,toacloselymatchedgroupofcomparisonstudents.Wedidthisbycreatinga
VirtualComparisonGroup(VCG).TocreateaVCG,eachstudygroupstudentismatchedwiththeirown
comparisongroupofupto51students.Eachofthe51VCGstudentsstartwithaboutthesamescalescoreasthe
studygroupstudent.ThedaysofinstructionreceivedbyeachVCGstudentiswithintwoweeksofthestudygroup
student.EachVCGstudentcomesfromaschoolwiththesameurban/ruraldesignationintheNationalCenterfor
EducationalStatisticsCommonCoreofDataandeachVCGstudentcomesfromaschoolwithapovertyrate(as
reflectedbythefreeandreducedlunchcount)withinfivepointsofthestudygroupstudents.Eachstudentinthe
VCGstartsataboutthesameachievementlevelasthestudygroupstudent,receivesaboutthesameinstructional
time,andcomesfromschoolsinasimilarsettingwithasimilarpovertyrate.Thus,theVCGpermitsapplesͲtoͲ
applescomparisonsofthestudygrouptoagroupofstudentswhosharemanyofthesamecharacteristics.
Essentially,theVCGallowsustotaketwogroupsofhighlysimilarstudentswhostartwithnopreͲexisting
achievementgapanddeterminewhetheranachievementgapemergesduringtheperiodofthestudydueto
differencesingrowth.
Inusingthismodel,wecautionthatdifferencesinstudentgrowthbetweenthestudygroupandtheVirtual
ComparisonGroupsmaynotnecessarilybeexplainedbytheartsͲcenteredmissionoftheschool.Schoolsare
complexorganismsandthequalityofteaching,instructionalleadership,schoolculture,andcurriculumallimpact
learninginthecoresubjects.Inaddition,goodartsprogrammingisnotnecessarilydesignedwiththeintentof
directlyleveragingimprovedachievementinscience,mathematics,orreading.Thusanexemplaryartsprogram,if
pairedwithinferiorinstructioninmathematics,science,andreadingshouldn’tbeexpectedtoproduceexcellent
growth.Similarly,anartsͲcenteredschoolthatiseffectiveinteachingcoresubjectsbutineffectiveatitsmission,
3 1Bmethodology|NorthwestEvaluationAssociation
wouldnotnecessarilyproducelowgrowthinthecoresubjects.Whatthismodelillustratesiswhetherstudents
attendingschoolswithartsͲcenteredmissionsattendprogramsthatachievegrowthinthecoreacademicsubjects
thatisequivalentto,orbetterthanagroupofcloselymatchedcomparisonstudents.
Threemetricswereusedtoreportthestudent’sgrowthrelativetotheirVirtualComparisonGroupinthisstudy.
TheVCGIndexisthedifferenceinscalescoregrowthbetweenthestudygroupstudentandtheroundedaverage
ofthegrowthoftheircomparisongroup.Whenthedifferenceispositive,itmeansthatthestudygroupstudent’s
growthwasgreaterthanthatoftheVCG.Theaverageeffectsizeiscalculatedasthemeanofthescalescore
differencesbetweenthestudygroupstudentandeachVCGmember,dividedbythestandarddeviationofthe
meangrowthoftheVCGgroup.Effectsizesprovideausefulwaytoassessthemagnitudeofagrowthdifference
bycomparingthedifferenceingrowthtothetypicaldeviationofgrowthwithinagroup.Effectsizesthatareless
than+/Ͳ0.2aregenerallyconsideredsmall,thosebetween+/Ͳ0.2and0.5areconsideredmoderate,andeffect
sizesgreaterthan0.5wouldbeconsideredlarge.Finally,wereporttheproportionofthestudentsinthestudy
groupwhosegrowthmetorexceededthatoftheirVCG.Whenthismetricisgreaterthan50%itmeansthatmore
thanhalfofthestudygrouppopulationhadgrowththewasequaltoorgreaterthantheroundedaverageofthe
VirtualComparisonGroup.ThismetriccomplementstheVCGindexandeffectsize,becauseitislessinfluencedby
anextremepositiveornegativescores.
GENERALFINDINGS
MIDDLESCHOOLS
Table1showsthethreeͲyeargrowthresultsforthemiddleschoolsparticipatingintheanalysisrelativetotheir
VirtualComparisonGroup(VCG).TheseresultsareshownasaVCGIndex,whichisthedifferencebetweenan
individual’sobservedgrowthandhisorherrespectiveVCG’saveragegrowth.Inthismanner,aVCGIndexless
thanzeroindicatesaveragegrowthwithintheschoolsthatislessthanthegrowthexhibitedbytheVCG.
Conversely,aVCGIndexgreaterthanzeroindicatesgrowthwithintheschoolthatexceedsthetypicalgrowth
exhibitedbytheVCG.Resultsindicatethatthescalescoregrowthofstudygroupstudentswasslightlyhigherthan
theirVCGonthetwoscienceassessments(ScienceConceptsandProcessesandGeneralScience),inlanguage
usage,andinmathematics.Effectsizedifferencesinthesesubjectsweresmall,rangingbetween+0.1and+0.2
effectsize.Inreading,thegrowthofthestudygroupstudentsessentiallymatchedthatoftheirVCG.
Duringtheperiodoftheanalysis,welloverhalfofthestudentsshowedgrowththatwasequaltoorgreaterthan
theaveragegrowthoftheirVCG.Atthelowend,55%ofthestudygroupsstudentsmetorexceededtheirVCG’s
growthinreading,whileatthehighend61%ofthestudygroupstudentsmetorexceededtheirVCG’sgrowthin
languageusageandmathematics.Inlanguageusageandreading,scalescoregrowthandtheproportionof
studentsmeetingorexceedingtheirVCGgrowthimprovedslightlybetweentheinitialyearofthestudyandthe
2008Ͳ2009schoolyear.Thetwoscienceassessmentsandreadingshowednochangeorveryslightdeclinesacross
years.
Themedianpercentileshowsthatthethreemiddleschoolsparticipatingtheanalysisperformedaboveaverage
whencomparedwithotherschools.Forexample,forreadingandmathematics,respectively,thestudentrankedat
the50thpercentile(median)intheseschoolsrankedatthe62ndand63rdpercentilesintheNWEAnational
studentpopulation.Inlanguagescience,thestudentsimprovedtheirrelativestandingtotheNWEAnational
studentpopulationfromyear2006Ͳ07toyear2008Ͳ09.Suchatrendwasnotfoundinothersubjects.
4 2Bgeneralfindings|NorthwestEvaluationAssociation
Table1–Growthinscience,English/languagearts,andmathematicsforthemiddleschoolstudygroup.
Count
Median
Percentile
AvgVCGIndex
AvgEffectSize
Proportionofstudents
whosegrowthmatchedor
exceededtheirVCG
3098
66
0.3
0.0
55%
2006–2007
945
70
0.2
0.0
56%
2007–2008
1178
63
0.5
0.1
56%
2008–2009
975
66
0.2
0.0
54%
GeneralScience
2971
71
1.2
0.2
61%
2006–2007
903
74
1.3
0.2
60%
2007–2008
1146
67
1.2
0.2
59%
2008–2009
922
71
1.1
0.2
63%
LanguageUsage
3863
69
0.8
0.1
61%
2006–2007
1309
63
0.2
0.0
56%
2007–2008
1287
71
1.0
0.2
64%
Subject/SchoolYear
ScienceConcepts
andProcesses
2008–2009
1267
76
1.3
0.2
63%
5375
62
Ͳ0.1
0.0
55%
2006–2007
1767
60
0.1
0.0
56%
2007–2008
1803
59
Ͳ0.1
0.0
54%
2008–2009
1805
63
Ͳ0.3
Ͳ0.1
54%
5194
63
0.8
0.1
58%
2006–2007
1716
62
0.2
0.0
55%
2007–2008
1754
62
1.3
0.2
60%
2008–2009
1724
65
1.0
0.1
60%
Reading
Mathematics
HIGHSCHOOLS
Thethreehighschoolsparticipatingintheanalysishadcompletedataforninthandtenthgradersinlanguage
usage,reading,andmathematicsforthe2006Ͳ2007and2007Ͳ2008schoolyearonly.Table2showsthegrowth
resultsforthehighschoolsparticipatingintheanalysisrelativetotheirVirtualComparisonGroups(VCG).The
resultsindicatethatthescalescoregrowthofstudygroupstudentswasslightlyhigherthantheirVCGin
mathematics,butnodifferentfromtheirVCGinreadingandlanguageusage.Theaverageeffectsizedifferences
inthesesubjectswere0.0onallthreetests.
Duringtheperiodoftheanalysis,overhalfofthestudentsshowedgrowththatwasequaltoorgreaterthanthe
averagegrowthoftheirVCG.56%ofthestudentsmetorexceededtheirVCGgrowthinlanguageusageand
reading,while57%ofthestudentsmetorexceededtheirVCGgrowthinmathematics.Therateofgrowthonall
threeassessmentsimprovedin2007Ͳ2008overtherateofgrowthin2006Ͳ2007.
Themedianpercentileshowsthatthethreehighschoolsparticipatingtheanalysisperformedslightlyabove
averagewhencomparedwithotherschoolsintheNWEAnationalstudentpopulation.Forexample,forlanguage
useandmathematics,respectively,thestudentrankedatthe50thpercentile(median)intheseschoolsrankedat
the56thand53rdpercentilesintheNWEAnationalstudentpopulation.
Table2–Growthinscience,English/languagearts,andmathematicsforthehighschoolstudygroup.
RowLabels
LanguageUsage
2006–2007
2007–2008
Reading
2006–2007
2007–2008
Mathematics
2006–2007
2007–2008
Count
4040
1917
2123
4262
1969
2293
5011
2405
2606
Median
Percentile
56
56
56
50
53
50
53
53
53
AvgVCG
Index
Ͳ0.1
Ͳ0.6
0.3
0.0
Ͳ1.0
0.9
0.6
Ͳ0.5
1.6
AvgEffect
Size
0.0
Ͳ0.1
0.0
0.0
Ͳ0.2
0.1
0.0
Ͳ0.1
0.2
MetGrowth
Target
56%
53%
58%
56%
52%
59%
57%
52%
62%
SCHOOLFINDINGS
ALSTONMIDDLESCHOOL
Table3showstheresultsofthethreeyearanalysis.Overthethreeyearperiod,theschool’sscalescoregrowth
(representedastheVCGindex)wasslightlyabovetheaverageoftheVCGforallsubjectswiththeexceptionof
reading.TheaverageeffectsizeofthesedifferencesrangedfromͲ0.1to+0.2,andthesekindsofdifferencesare
generallyconsideredsmall.MorethanhalfofthestudentsatAlstonshowedgrowththatmetorexceededthatof
theirVCG.Thismetricrangedfromalowof53%inreadingandscienceconceptsandprocesses,upto59%ofthe
studentsinlanguageusageandmathematics.
Alston’sgrowthperformanceimprovedslightlyinlanguageusage,mathematics,andreadingoverthethreeyears
studied.Growthdeclinedslightlyonthetwoscienceassessments.WeshouldnotethatAlstonincreasedthe
numberofsixthgraderstested,beginninginthe2007–2008schoolyearandthischangemayhavesomebearing
onthegrowthresults.
ThemedianpercentileshowsthatAlstonperformedaboveaveragewhencomparedwithotherschoolsinallfive
subjects.ItisalsonotablethatstudentsinthisschoolimprovedtheirrelativestandingtotheNWEAnational
studentpopulationfromyear2006Ͳ07toyear2008Ͳ09ineverysubject.
Overall,Alston’sgrowthwouldbedepictedasslightlyaboveaverageforthestudyperiodandtheproportionof
student’smeetingorexceedingthegrowthoftheirVirtualComparisonGroupasaboveaverage.
7 3Bschoolfindings|NorthwestEvaluationAssociation
Table3–Growthinscience,English/languagearts,andmathematicsforAlstonMiddleSchool.
AvgVCGIndex
AvgEffect
Size
exceededtheirVCG
54
0.1
0.0
53%
475
54
0.8
0.1
59%
2007–2008
687
52
Ͳ0.1
0.0
52%
2008Ͳ2009
647
57
Ͳ0.3
0.0
50%
GeneralScience
1738
60
0.7
0.1
58%
2006–2007
451
60
1.2
0.2
60%
2007–2008
671
57
0.7
0.1
56%
2008–2009
616
64
0.4
0.1
59%
LanguageUsage
2177
55
0.6
0.1
59%
2006–2007
738
49
0.2
0.0
56%
2007–2008
734
56
0.8
0.1
63%
2008–2009
705
63
0.6
0.1
59%
2315
54
Ͳ0.3
Ͳ0.1
53%
2006–2007
766
54
Ͳ0.6
Ͳ0.1
51%
2008–2009
2007–2008
775
774
52
57
0.0
Ͳ0.4
0.0
Ͳ0.1
55%
53%
2311
55
1.0
0.1
59%
2006–2007
758
53
0.3
0.0
54%
2007–2008
778
53
1.4
0.2
61%
2008–2009
775
57
1.3
0.2
61%
Count
Median
Percentile
1809
2006–2007
Subject/SchoolYear
ScienceConceptsand
Processes
Reading
Mathematics
ANDREWJACKSONMIDDLESCHOOL
Duringthestudyperiod,AndrewJacksonMiddleSchooladministeredassessmentsinreadingandmathematics
only.Table4showstheresultsofthethreeyearanalysis.Overthethreeyearperiod,theschool’saveragescale
scoregrowth(representedastheVCGindex)wasslightlyabovetheaverageoftheirVCGinbothmathematicsand
reading.Theaverageeffectsizesofthesedifferencesaregenerallyconsideredtobesmall.Duringtheperiod
studied,59%ofthestudentsmetorexceededtheirVCG’sperformanceinmathematicsand57%ofthestudents
exceededtheirVCG’sperformanceinreading,althoughreadinggrowthwaslessthanthatoftheVCGduringthe
2008Ͳ2009schoolyear.
Growthattheschooldeclinedinreadingbetweenthe2006Ͳ2007and2008Ͳ2009schoolyearatJacksonMiddle
School,whilegrowthinmathematicswasessentiallynodifferentin2008Ͳ2009thanithadbeenin2006Ͳ2007.The
proportionofstudentswhosegrowthmatchedorexceededtheirVCGdeclinedslightlyinmathematicsand
moderatelyinreadingduringthestudyperiod.
ThemedianpercentileshowsthatAndrewJacksonperformedattheaveragelevelwhencomparedwithother
schoolsinmathematicsandreading.Forexample,forreadingandmathematics,respectively,thestudentranked
atthe50thpercentile(median)inthisschoolrankedatthe50thand49thpercentilesintheNWEAnationalstudent
population.
Overall,Jackson’sresultswouldbedepictedasslightlyaboveaverageinmathematicsandaverageinreadingover
thestudyperiod.TheproportionofstudentswhosegrowthmetorexceededtheirVCGwouldbedepictedas
aboveaverageinmathematicsandslightlyaboveaverageinreading.
Table4–GrowthinmathematicsandreadingforAndrewJacksonMiddleSchool.
Count
Median
Percentile
AvgVCGIndex
AvgEffectSize
exceededtheirVCG
1230
50
0.9
0.1
59%
2006–2007
410
50
0.5
0.1
58%
2007–2008
417
53
1.6
0.2
62%
2008–2009
403
50
0.4
0.1
56%
Subject/School
Year
Mathematics
1343
49
0.2
0.0
57%
2006–2007
Reading
440
48
0.9
0.1
64%
2007–2008
459
50
0.5
0.0
56%
2008–2009
444
49
Ͳ0.8
Ͳ0.1
53%
ROLLINGSCHOOLOFTHEARTS
Table5showstheresultsofthethreeyearanalysis.Overthethreeyearperiod,theschool’saveragescalescore
growth(representedastheVCGindex)aboveaverageinscience,languageusage,andmathematicsandslightly
belowaverageinreading.TheaverageeffectsizedifferencesbetweenthestudentsandtheirrespectiveVCGs
rangedbetween0.0and+0.3;forthemostpartthesedifferenceswouldbeconsideredsmall.Duringtheperiod
studiedtheproportionofthestudentswhosegrowthmetorexceededtheirVCGvariedfromahighof64%onthe
generalscienceassessmenttoalowof54%inmathematics.
Growthattheschool,asreflectedintheaverageVCGindexscoresandeffectsizes,improvedontheallofthe
assessmentswiththeexceptionofreadingduringtheperiodstudied.Theproportionofstudentswhosegrowth
metorexceededtheirVCGalsoimprovedinallsubjectsexceptreading.
ThemedianpercentileshowsthatRollingSchoolfortheArtsperformedwellaboveaveragewhencomparedwith
otherschoolsintheNWEAnationalstudentpopulationinallfivesubjects.
Overall,RollingSchoolfortheArts’resultsmightbedepictedasaboveaverageandsubstantivelyimprovedin
science,languageusage,andmathematicsduringtheperiodstudied,whileperformanceinreadingwasaverage.
Table5–Growthinscience,English/languagearts,andmathematicsforRollingSchooloftheArts
Median
Subject/SchoolYear Count Percentile
ScienceConceptsand
Processes
1289
80
AvgVCGIndex
AvgEffectSize
exceededtheirVCG
0.7
0.1
58%
2006–2007
470
79
Ͳ0.3
Ͳ0.1
52%
2007–2008
491
79
1.3
0.2
62%
2008–2009
328
81
1.3
0.2
61%
GeneralScience
1233
80
1.9
0.3
64%
2006–2007
452
80
1.4
0.2
61%
2007–2008
475
80
2.0
0.3
63%
2008–2009
306
82
2.6
0.4
70%
LanguageUsage
1686
83
1.2
0.2
63%
2006–2007
571
77
0.2
0.0
57%
2007–2008
553
85
1.3
0.2
64%
2008–2009
562
87
2.2
0.4
69%
1717
78
Ͳ0.1
0.0
54%
2006–2007
561
77
0.4
0.1
57%
2007–2008
570
76
Ͳ0.3
0.0
53%
2008–2009
Mathematics
586
1653
80
79
Ͳ0.3
0.5
0.0
0.1
53%
57%
Reading
2006–2007
548
81
Ͳ0.2
0.0
53%
2007–2008
559
78
0.8
0.1
57%
2008–2009
546
80
1.0
0.2
60%
FORTDORCHESTERHIGHSCHOOL
Table6showstheresultsoftheanalysis.Overperiodstudied,theschool’saveragescalescoregrowth
(representedastheVCGindex)waslessthantotheVirtualComparisonGroupinlanguageusage,andgreaterthan
theVCGinreadingandmathematics.TheaverageeffectsizedifferencesbetweenthestudentsandtheVCGwere
verysmall.TheproportionofstudentswhosegrowthmetorexceededtheirVCGwas54%inlanguageusageand
mathematics,and58%inreading.
Growthimprovedonallassessmentsduringtheperiodstudied.VCGindexscoresimprovedbyovertwoscore
pointsinlanguageusage,andnearlytwopointsinreadingandmathematics.Theproportionofstudentsmeeting
orexceedingtheirVCGtargetgrewby14percentagepointsinlanguageusageto61%,10pointsinreadingto63%,
and12pointsinmathematics.Overallstudentgrowthimprovedfromslightlybelowaverageduringthefirstyear
studiedtosolidlyaboveaverageinthesecond.
ThemedianpercentileshowsthatFortDorchesterperformedslightlybelowaveragewhencomparedwithother
schoolsinlanguageuse,reading,andmathematics.Forexample,forreadingandmathematics,respectively,the
studentrankedatthe50thpercentile(median)inthisschoolrankedatthe45thand40thpercentilesintheNWEA
nationalstudentpopulation.
Table6–GrowthinEnglish/languageartsandmathematicsatFortDorchesterHighSchool
Subject/School
Year
LanguageUsage
2006–2007
2007–2008
Reading
2006–2007
2007–2008
Mathematics
2006–2007
2007–2008
Median
Percentile
44
41
44
45
47
45
40
38
42
Count
739
361
378
783
361
422
1094
511
583
AvgVCG
Index
Ͳ0.5
Ͳ1.7
0.7
1.1
0.2
2.0
0.5
Ͳ0.4
1.3
AvgEffect
Size
Ͳ0.1
Ͳ0.3
0.1
0.1
0.0
0.2
0.0
Ͳ0.1
0.1
exceededtheirVCG
54%
47%
61%
58%
53%
63%
54%
48%
60%
SUMMERVILLEHIGHSCHOOL
(representedastheVCGindex)wasslightlyabovethatoftheVirtualComparisonGroupinallsubjectstested.The
averageeffectsizedifferencesbetweenthestudentsandtheVCGwereverysmall.Theproportionofstudents
whosegrowthmetorexceededtheirVCGwasaboveaverage,57%accomplishedthisinlanguageusage,and59%
accomplishedthisinreadingandmathematics.
Growthimprovedonallassessmentsduringtheperiodstudied.VCGindexscoresimprovedbynearlytwoscale
scorepointsinlanguageusageandreading,andbytwopointsinmathematics.Theproportionofstudentswho
metorexceededtheirVCGtargetgrewbysevenpercentagepointsinlanguageusageto60%,fivepointsin
readingto61%,and14pointsinmathematics.Overallstudentgrowthimprovedfrombelowaverageduringthe
firstyearstudiedtosolidlyaboveaverageinthesecond.
ThemedianpercentileshowsthatSummervilleperformedslightlybelowaveragewhencomparedwithother
schoolsinlanguageuse,reading,andmathematics.Thestudentsinthisschoolperformedbetterfromyear2006Ͳ
07toyear2007Ͳ08inlanguageuseandmathematicsintermsoftheirrelativeperformanceintheNWEAnational
studentpopulation.Table7–GrowthinEnglish/languageartsandmathematicsforSummervilleHighSchool
Subject/School
Year
LanguageUsage
2006Ͳ2007
2007Ͳ2008
Reading
2006Ͳ2007
2007Ͳ2008
Mathematics
2006Ͳ2007
2007Ͳ2008
Median
Percentile
42
37
45
45
44
43
45
42
46
Count
1144
507
637
1308
552
756
1593
768
825
AvgVCG
Index
0.2
Ͳ0.7
1.0
0.8
Ͳ0.2
1.5
1.0
Ͳ0.6
2.6
AvgEffect
Size
0.0
Ͳ0.1
0.1
0.1
Ͳ0.1
0.1
0.1
Ͳ0.1
0.3
exceededtheirVCG
57%
53%
60%
59%
56%
61%
59%
52%
66%
WANDOHIGHSCHOOL
(representedastheVCGindex)wasslightlyabovethatoftheVirtualComparisonGroupinmathematicsandbelow
thatoftheVCGinlanguageusageandreading.Theaverageeffectsizedifferencesbetweenthestudentsandthe
VCGwereverysmall.TheproportionofstudentswhosegrowthmetorexceededtheirVCGwasaboveaverage,
54%accomplishedthisinreading,56%inlanguageusage,and58%inmathematics.
Growthimprovedinreadingandmathematicsduringtheperiodstudied.VCGindexscoresimprovedbynearly
twoscalescorepointsinreadingandbyaboutoneandoneͲhalfpointsinmathematics.VCGindexscoresdeclined
slightlyinlanguageusage.TheproportionofstudentswhometorexceededtheirVCGtargetgrewbyseven
percentagepointsinreadingto57%,byeightpointsinmathematicsto61%,andstayedthesameinlanguage
usageat56%.OverallstudentgrowthremainedaboutaveragerelativetotheVCGduringtheperiodstudied.
ThemedianpercentileshowsthatWandoperformedbetterwhencomparedwithotherschoolsinlanguageuse,
reading,andmathematics.Forexample,forreadingandmathematics,respectively,thestudentrankedatthe50th
percentile(median)inthisschoolrankedatthe55thand66thpercentilesintheNWEAnationalstudent
population.
Table8–GrowthinEnglish/languagearts,andmathematicsforWandoHighSchool
Subject/School
Year
LanguageUsage
2006Ͳ2007
2007Ͳ2008
Reading
2006Ͳ2007
2007Ͳ2008
Mathematics
2006Ͳ2007
2007Ͳ2008
Count
2157
1049
1108
2171
1056
1115
2324
1126
1198
Median
Percentile
66
70
66
55
58
55
66
68
66
AvgVCGIndex
Ͳ0.2
Ͳ0.1
Ͳ0.3
Ͳ0.8
Ͳ1.8
0.1
0.4
Ͳ0.3
1.1
whosegrowthmatched
AvgEffectSize orexceededtheirVCG
0.0
0.0
Ͳ0.1
Ͳ0.1
Ͳ0.3
0.0
0.0
Ͳ0.1
0.1
56%
56%
56%
54%
50%
57%
58%
53%
61%
DISCUSSION
OuranalysiscomparedthegrowthincoreacademicsubjectsofstudentsattendingschoolswithanartsͲcentered
missionrelativetoaVirtualComparisonGroup,acloselymatchedgroupofstudentswhomatchedthestudygroup
onbeginningachievement,receivedsimilarinstructionaltime,andattendedschoolswithsimilarsettingsand
povertyrates.
Ingeneral,thestudentsattendingartsͲcenteredschoolsachievedgrowththatwasequivalenttoorslightlybetter
thanthegrowthachievedbythecomparisongroup.Thesedifferenceswerenottypicallylarge,buttheywere
relativelyconsistentacrossthesettingsstudied.Perhapstheoneexceptionwasreadingwheregrowthinthreeof
theschoolswasslightlybelowthatofthecomparisongroup.Effectsizesforalldifferencesweresmall,toosmall
toclaimthatthepositivedifferencesingrowthwerelikelytocreateacademicgainsthatwouldchangethelife
outcomesforthesestudents.
Thatsaid,dependingonthesubjecttestedbetween55%and60%ofstudentsintheartsͲcenteredprograms
showedgrowththatwasequaltoorgreaterthanthatoftheircomparisongroup.Thusthedifferencesingrowth,
whilenotlarge,wereshownbymorestudentsthanwemighthavenormallyexpected.
Forthemajorityofstudentsinthisanalysis,attendingschoolswithanartsͲcenteredmissionprovidedthenormal
benefitsonewouldassociatewithartsprogrammingwithoutsacrificingprogressinEnglish/languagearts,
mathematics,andthesciences.Indeedstudentsintheseprogramsshowedslightlygreatergainsthantheir
counterparts.
OnecouldchoosetointerprettheseresultsasaglasshalfͲempty,arguingthattheartsͲcenteredprogramsshould
haveproducedhighergainsinthecoresubjects.Thatwouldbeamistake.Schoolsdonotdeliverprogrammingin
theartswiththeintentionthatthesespecificprogramswill“cause”studentgainsinthecoreacademicsubjects.
Afterall,astudenthoningherskillsonthepianoisnotsimultaneouslymasteringpreͲcalculus.Norshouldone
expectthathourslaboringoveraphysicsexperimentwillsimultaneouslyimproveastudent’spaintingskills.We
prefertointerprettheseresultsasaglasshalfͲfull.Studentsintheseschoolsenjoyedthebenefitsofimmersing
themselvesinthearts,withoutsacrificingtheirgrowthinthecoreacademicsubjects.Infact,acasecanbemade
thatartsinstructioncomplementedtheirotherlearning.
Ofcoursestrongperformanceinthecoresubjectsisimportanttoastudent’sfuturesuccess.Studentswhodonot
readorwritewellaregreatlydisadvantagediftheyaspiretoattendcollege.Havingastrongunderstandingof
mathematicsandscienceisalsonecessarytobewellͲpreparedforcollegeandessentialifonewantstopursue
careersininformationtechnology,engineering,architecture,pharmacology,andhundredsofotherfields.This
analysissuggeststhatstudentscanbeofferedopportunitiestoimmersethemselvesintheartswithoutsacrificing
theirprogressintheseotherdisciplines.Italsosuggeststhatnarrowingthecurriculumandinvestingcontinually
largerportionsofinstructionaltimeinthecoredisciplines,generallyattheexpenseofthearts,physicaleducation,
andsocialsciences,atsomepointdeliversdiminishingmarginalreturns.Studentswithinterestinandtalentfor
thearts,maybebestservedbyabalancedcurriculumthatemphasizesbothachievementinthecoresubjectsand
opportunitiesformasteryandgrowthintheartisticdisciplines.
14 4Bdiscussion|NorthwestEvaluationAssociation

South Carolina Arts-Focused Schools Directory

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