Discusses the extent and availability of dance, music, theater, and visual arts instruction for eighth graders. Shows the availability of music and visual arts instruction, and the relative lack of dance and theater instructional programs. (Author/SLD)

Answers questions about the National Assessment of Educational Progress (NAEP) and the new assessment in the arts. Reports that NAEP arts assessment confirms large-scale assessment in music is possible and stresses that arts education is for all students. Urges music educators to use the NAEP results to defend arts education when challenged. (CMK)

Introduces the symposium that explores the 1997 National Assessment of Educational Progress (NAEP) arts assessment. Provides information on NAEP, the arts assessment, and its importance; a discussion on the results of the arts assessment; and interpretations and implications of the results. Offers suggestions for arts advocacy. (CMK)

This handbook is a guide to help educators and administrators with the decisions they face in the design of an arts assessment. The guide is divided into two broad parts: Part 1: "Background for Thoughtful Arts Education Assessment"; and Part 2: "Assessment Design in Action." The guide includes: (1) a brief background on the…

Evaluates the National Assessment of Educational Progress (NAEP) in the visual arts, discussing issues such as the formulation of performance expectations and reporting procedures. States that, when exploring the scores, the context within which the arts are taught must be considered. Asserts that educational improvement requires changes in the…

The National Assessment of Educational Progress reports data about levels of educational achievement of 9-, 13-, and 17-year-olds in several learning areas, including art, music, literature, reading, mathematics and science. Within each age group, females' and males' levels of art achievement were compared, and sex differences were contrasted with…