Institute for Arts Infused Education

1. Institute for Arts Infused Education Marygrove College CREATING COMMUNITY IMPACT

2. Educational Theory • At-risk students (including English language learners and those at-risk for academic failure) do not achieve academic success or school readiness through traditional modes of instruction alone because the delivery method does not reach each of the multiple intelligences. • Using innovative arts-infused educational residencies and strategies differentiates education delivery creating opportunities for access for every child and especially for English language learners and those at the lowest level of academic achievement.

3. Today’s economy is a “creative economy” (Florida, 2002; Howkins, 2001). Yet, educational researchers have paid little attention to this shift, although it has profound implications. • Educational historians have repeatedly pointed out that today’s schools were designed to meet the needs of the industrial economy (e.g., Callahan, 1962); if that economy is gone, then many methods used in today’s schools are obsolete (Bereiter, 2002; Hargreaves, 2003). • Business theorists are paying more attention to Piaget’s ideas that learning and creating are fundamentally the same process (Sawyer et al., 2003); it is commonplace today among business practice that a creative organization is also a learning strategy (Senge, 1990).

4. But why? If all of this is true, then the primary task for educators is to prepare learners to be capable of participating creatively in an innovation economy (OECD, 2000). To educate for this new economy, schools must provide opportunities to collaborate in “knowledge building” activities, through “disciplined improvisations”. Any subject could be taught by using disciplined improvisation, but also engage in effective collaborations. Here is a place where the arts can contribute—because arts educators have long emphasized the importance of collaboration and creativity. (Sawyer, 1999, 2005).

5. Marygrove College • Marygrove College, established as a four-year, residential, liberal arts college in Detroit in 1927, is committed to educating students from diverse backgrounds and to serving the people of Metropolitan Detroit and beyond. • The College has 1000 undergraduate students (78% African American) in 32 majors; and 2,500 graduate students enrolled in a distance learning Masters in the Art of Teaching program.

6. Institute for Arts Infused Education • To improve K-12 students’ successful progress through core curriculum, Marygrove established the Institute for Arts infused Education (IAIE) in January 2006, in partnership with several accomplished community arts organizations.   • Marygrove College IAIE believes that the arts are transformative tools for engaging all learners. The Institute improves educational achievement, creates innovative models for teaching and learning, and promotes the systemic integration of the arts into the K-12 core curriculum. This methodology creates learning communities where students, artists, and teachers are agents of positive change.

7. Community partnership • Core activity is in-school arts infused programming. • Collaborative projects serving students in pre-school through grade 12 • Community artists and classroom teachers use hands-on methods to pilot innovative curriculum and improve student performance.

8. NOT instead of Arts Educationbut as an addition to Arts Education

9. Grades 3-5 • First study (2005-2008) • 10 classrooms and 2 comparison classrooms • Following same students from 3rd grade, through 4th and into 5th • Standardized test scores were used as assessment instrument

10. For the sub-group analysis eight groups were formed based on their 2005-06 assessment score and number of years the child participated in the program. • Assessment scores were sorted from lowest to highest and divided into four categories. • Then, each category was divided further into two groups based on the number of years the child participated in AIE.

11. Two groups representing participation were formed: • “comparison” group (participated 0 or 1 year) • “program” group (participated 2 or 3 years) • Grouping two years together was also the best way to ensure that enough cases were retained for analysis.

12. The two categories used in the analyses are defined as: • Category 1 = Lowest scorers: participated 0 or once (comparison) vs. participated 2 or 3 times (program) • Category 2 = Below average: participated 0 or once (comparison) vs. participated 2 or 3 times (program)

13. Baseline/Cleansing Data: The analysis began with testing whether the two groups were different on the 0506 measure. If they were then an effort was made to make the groups more similar • Sample Size/Statistical Significance: In order to compensate for the very small sample, the probability level for determining statistical significance was set at 0.10, instead of the usual 0.05. The minimal sample size for analysis is 4 per group (there must be one more case than the number of outcomes (three years). While this analysis is useful in determining the impact of participation for this group of children, it lacks sufficient sample size for making generalizations to a larger population or for making policy decisions.

14. In brief, this analysis should be presented as descriptive rather than conclusive because: • (1) the sample size is very small, and • (2) there is insufficient data to take into account which school the child is from (i.e., nesting is ignored).

15. RND Category 1: Lowest scorers – significant differences found The program groups shows significant improvement over the years (both lines have significant slope) where the comparison group does not show improvement over the years (its line is flat). However the difference between the groups (i.e., the distance between the lines) is significant for AY0506  (p=.06) and AY0708 (p=.06). Even though cases were removed in order to make the means equal at baseline (AY0506) the groups remained significantly different. Given the magnitude of difference at 0708, it would be difficult to not attribute this improvement to participation in AIE.

16. LNG Category 1: Lowest scorers – significant differences found The comparison and program groups show significant improvement over the years (both lines have significant slope). There is also significant difference between the groups for AY0607 only (p=.08); but the groups are not significantly different for AY0506 or AY0708. Even though the 0708 difference is larger than 0607, there is more variation in 0708.

17. MTH Category 2: Below average scorers – significant differences found There is significant upward trend for the Program participants showing significant improvement over the years (both lines have significant slope). There is a significant difference between means for year AY0607 only.

18. Second Study 2009-2011 • Same intervention • Different research • Pre/post instrument designed by teachers • No standardized tests

19. A reading pretest and posttest was developed based on the 3rd grade Dolch vocabulary using the blueprint approach to test construction. • Teachers from five elementary schools developed the test blueprint, where each topic was sequenced, broken down into sub-competencies, and weighted for importance. • Next, a table of specifications was used to assign the cognitive level to each skill (i.e., recall, application, problem solving). • A task analysis was completed to differentiate prerequisite and enabling skills from the sub-competencies, of which only the latter appear on the test.

20. A 250 word vignette serves as the reading stimulus. • Fifteen of the items assess the cognitive reading skills, and the remaining two items pertain to the affective domain.

21. SPSS 17 and MicroCat 3.5 software were used to input and cleanse the data. Spearman Brown, a measure of internal consistency reliability, for the 15 item reading skills subscale was .82. The reliability estimate for the 2 item affective subscale was .86. Thus, both subscales have excellent reliability evidence.

22. First year data: At the pretest, there were N=232 students. The mean score was 66.2% (σ = .18). A passing score of 70% was obtained by only 56.4% (131/232) students, of whom 2 (< 1%) scored 100%. At the posttest, there were N = 172 students. The mean score was 82.7% (σ = .15). A passing scores of 70% was obtained by 86% (148/172) students, of whom 33 (19.2%) obtained perfect scores.

23. A paired samples t test was conducted to confirm the post test scores were statistically significantly improved based on the AIE intervention. The obtained t was 9.46, df = 167, p < .000. The estimated effect size (a measure of the strength of the intervention) was .88, which Cohen (1988) identifies as a “large” treatment effect. Thus, the AIE intervention has brought about a huge difference in students’ mastery of the 3rd grade Dolch vocabulary.

24. ARTS Measurements • The evaluation instruments for these projects were three point Likert scales using Michigan Department of Education’s grade level content expectations in the arts for individually-measured items. Instruments were developed by artists and evaluator using specific behavioral indicators for criterion-related validity. A pre- and post-Likert grid, scored for each student by the artists, was used for stability, reliability, and internal consistency (scorer reliability). The individual student’s tests were then compared and measured for increase/loss of skill.

25. 3rd grade—Mime • Total students tested: 47 • Out of the 47 students tested, 68% increased their skill level while the rest remained the same. In one classroom, the largest area of growth was in analyzing in context followed by collaboratively planning. In the other classroom, the largest area of growth was demonstrating skill in pantomime. • 3rd grade—Theatre Arts • Total students tested: 39 Out of the 39 students tested, 95% increased their skill level while the rest remained the same. Forty-nine percent of the students achieved a two point gain or more and 46% gained one point. The area that increased the most for students was the ability to identify and describe different characters though vocal expression.

26. 3rdh grade—Music & Movement • Total students tested: 66 • Out of the 66 students tested, 70% increased their scores overall, while the remaining stayed the same. The largest increase was in using invented or standard notation to transcribe increasingly difficult rhythms. • 3rd grade—Visual Arts • Total students tested: 30 • Out of the 30 students tested, 77% increased their skill level while the rest remained the same. Fifty-three percent of the students achieved a two point gain and 20% gained more. The area that increased the most for students was the ability to examine how art expresses cultural traditions.

27. 4th grade—Visual Arts • Total students: 11 tested Out of the 11 students scored in the intervention, 82% increased their overall scores by 2 points and 18% remained the same. The largest gain in scores was seen in descriptions of how artwork communicated facts and/or experiences of different cultures. • 4th grade—Poetry • Total students: 21 tested Out of the 21 students scored in the intervention, 81% increased their overall scores. Five percent of students showed a loss on scale and 14% remained at the same level. Twenty-four percent increased their scores by over 2 points (on a 5 point scale), and 57% had a 1 point increase. The largest increases were seen across the writing, speaking, and listening competencies.

28. 5th grade—Theatre • Total students: 28 tested • Out of the 28 students scored in the intervention, 100% increased their overall scores: 82% by 2 points or more. The largest gain in scores was in student’s ability to define characters through vocal expression. • 5th grade—Dance • Total students: 54 tested Out of the 54 students scored in the intervention, 98% increased their overall scores: 89% by 2 points or more and 9% by 1 point. Two percent remained the same. The largest gain in scores was seen in different areas in different classrooms. In classroom #1, the largest gain was made in student’s ability to perform shapes at low, middle, and high; in classrooms #2 & #3 the largest gain was seen in the ability to observe and describe the elements of dance.

29. 5th grade—Poetry • Total students: 27 tested Out of the 27 students scored in the intervention, 74% increased their overall scores: 22% by 2 points or more and 52% by 1 point while 19% remained the same and 7% had a loss on scale. The largest gain in scores was seen in different areas in different classrooms. In classroom #1, the largest gain was made in student’s ability to write poetry based on reading other appropriate poetry; in classrooms #2 the largest gains were seen in word study and speaking abilities.

30. Pre-School Headstart Program • Living Arts is dedicated to strengthening the neighborhoods of Southwest Detroit by cultivating an environment that sparks the imagination and fosters ingenuity through the arts and community development initiatives.

31. A large majority (86%) of the intervention schools had baseline data that aligned with the two lowest comparison groups (18%). Intervention schools also have high numbers of ESL students: the six lowest scoring schools had 47.37% of the population as ESL students, (three of those having over 75%), and 6 schools who were just higher on baseline had 33.47% (three of those having over 50% ESL).

32. COR (Child Observation Record) • HighScope Educational Research Foundation’s Child Observation Record (COR) is a 32-item observation-based instrument providing systematic assessment of young children's knowledge and abilities in all areas of development. • The COR psychometric norming studies on N = 393 PK students at two sites in Michigan yielded internal consistency reliability estimates of about .93 for the entire scale, with subscale reliabilities ranging from of approximately .89, .80, and .83 for the Initiative and Social Relations, Creative Representation and Movement and Music, and the Language and Literacy domains, respectively. • The inter-observer agreement was .73 for the entire scale, and about .70 for the relevant subscales to be used in this project. • Factor analytic analyses indicated mild loadings of approximately.57 (based on n = 139) for Domain 2, and approximately .62 (for non-duplicated loadings) for the Domain 3 (n=133).

33. COR Data COR data is reported in six section and multiple sub-sections. The six main sections and their subsections include: Initiative Social Relations Makes choices Relates to adults Solves problems Relates to children Initiates play Resolves conflicts Personal needs Expresses feelingsCreative Representation Movement/Music Makes & builds Moves in ways Draws and paints Moves with objects Pretending Steady beatLanguage/Literacy Moves to musicListening Singing Vocabulary Math/Science Speech Sorting Sounds Patterns Books Comparing Letters Counting Reading Position Writing Sequence Materials Living Things

34. Intervention • 14 Vista Nuevas Head Start venues were geared toward ensuring that students enter school ready to learn.

35. Over allindicators the intervention students achieved a higher percentage increase than the comparison schools. In all subsections, students either increased or stayed even with their comparison schools. • Movement/Music:for lowest level learners the increase was 35% higher than comparison, and next level it was 41% higher than comparison • Language/Literacy:for lowest level learners the increase was 43% higher than comparison, and next level it was 39% higher than comparison; the largest increase for lowest level learners was the COR item dealing with reading.

36. Math/Science: Surprisingly, for lowest level learners the increase was 34% higher than comparison, and next level it was 49% higher than comparison; largest increases were seen in sorting and comparing (identifies similarities between objects and uses comparison words or measuring tool and states results), but other large increases were seen in patterns (identifying or extending patterns), and position (using distance or direction words)

37. In addition to those results, the High-Scope instrument has other “indicators over time”. They include: • Head Start Domains • Language development • Literacy • Mathematics • Science • Creative arts • Social and emotional development • Approaches to learning • Physical health and development • Head Start Required Elements • Phonological awareness • Book knowledge and appreciation • Print awareness and concept • Number and operations • Head Start Indicators • Receptive vocabulary • Receptive English • Communicating information • Expressive English • Awareness of word sounds • Words as unit of print • Alphabet letters • Letter sounds

38. For these three categories and subsections, students in the intervention classes outperformed their comparison counterparts: • Head Start Required Elements: intervention groups have a higher increase in scores than comparison for lowest level learner by 32% and the next level by 27%; phonological awareness was the largest increase for lowest level learners and that was 39% higher increase than for comparison and for next level of learners the highest increase was seen in print awareness and that increase was 34% higher than comparison. • Head Start Indicators: intervention groups have a higher increase in scores than comparison for lowest level learner by 37% and the next level by 32%; higher scores were seen in receptive vocabulary, communicating information, and recognizing words as unit of print.

39. Head Start Domains: intervention groups have a higher increase in scores than comparison for lowest level learner by 36% and the next level by 40%; once again the largest increase was seen in domain 3: mathematics—average of 43% higher than comparison.

40. Conclusions • This is preliminary evidence • There is a large impact • The impact becomes evident over time • The impact is across disciplines • There is a large impact in arts learning AND other core subject area learning

41. Future Studies • Embarking on 5-year study • Corporation for National and Community Service’s Social Innovation Fund • Large sample size MODERATE level of evidence