The purpose of this study was to examine the demographic characteristics and music achievement of eighth-grade students in the United States using evidence from the 2016 National Assessment of Educational Progress in the Arts (NAEP). Analyzing NAEP data from a nationally representative sample of 4,340 eighth graders attending public and private…

As the title suggests, the author provides a description of an international effort to develop an understanding of the present depth and priority of arts policies. As arts policy is not limited to education but formulated at all levels of community, including unions, individuals, philanthropic organizations, and government agencies, policy often…

There are many assessment initiatives and policy changes happening in Illinois concerning learning and teaching expectations that involve K-12 students, teacher candidates, and current teachers. The Illinois State Board of Education has adopted new Math and English Language Arts standards for K-12 education known as the "New Illinois State…

The National Assessment of Educational Progress (NAEP) is the largest nationally representative assessment of what our nation's students know and can do in subjects such as the arts, mathematics, reading, and writing. NAEP collects and reports information on student trends and performance at the national, state, and district levels. NAEP releases…

The National Assessment of Educational Progress (NAEP) is the largest nationally representative and continuing assessment of what the nation's students know and can do in various subjects such as mathematics, reading, science, and writing, as well as civics, geography, U.S. history, and technology and engineering literacy. The results of NAEP are…

The purpose of this study was to investigate nationwide enrollment in high school music courses from 1982 until 2009 to determine what trends in music enrollment existed and whether these trends were affected by the passage and implementation of the No Child Left Behind Act of 2001 (NCLB). With data from 10 separate nationally representative high…

We have likely all heard of the so-called "Mozart Effect," the claim that listening to music increases intelligence. While the often-cited 1993 study never actually claimed such a profound conclusion, the resultant publicity focused the nation's attention on the evidence of music's positive effect on various types of cognitive skills.…

This report uses NAEP background data to track time and learning since the mid-1990s in three areas: student absenteeism; classroom instructional time in mathematics, reading, music and the visual arts; and homework time expected by teachers. Key report findings are: (1) Students with higher rates of "monthly absenteeism" score…

George H. Johnson, director of operations for the National Assessment of Educational Progress, Denver, Colorado, answers questions from a panel representing the music education community. (MC) Aspect of National Assessment (NAEP) dealt with in this document: Results (Overview).

Discusses why the second national music assessment conducted by the National Assessment of Educational Progress found a slight decline in student music knowledge. Strengths and weaknesses of the assessment are described. (AM)

The report presents data from two national assessments--1971-72 and 1978-79--of the attitudes, knowledge, and understandings of American students about music. In each assessment, 9-, 13-, and 17-year-olds were administered exercises designed to measure some of their cognitive abilities and attitudes about music and some of their experiences with…

Argues against the view that music education is an educational luxury that reaches few students and is generally ineffective. Also discusses four common myths about music education in American schools. (JG) Aspect of National Assessment (NAEP) dealt with in this document: Results (Interpretation).

The development of the 1997 assessment of arts education marks the third time music and the visual arts have been addressed in a national assessment. Using the consensus process, a framework was produced that describes the 1997 assessment. The process was founded on the vision of a society that believes the arts are essential to every child's…

This document presents the results of the project to develop an assessment framework and specifications for a planned 1996 Arts Education Assessment. The purpose of the project was to develop and recommend a framework and other design features for an arts education assessment that includes the areas of dance, music, theater, and the visual arts.…

The last several years have seen a growing resolve among educators and policymakers to assure the place of a solid arts education in U.S. schools. In 1997, the National Assessment of Educational Progress (NAEP) conducted a national assessment in the arts at grade 8. The assessment included the areas of music, theater, and visual arts. For each of…