what is the advantage of improving Houston education of people?
Answers
Answer:
to improve their skills and abilities and knowledges
that is also development of a countrys economy
Explanation:
Answer:
Fifth-grade art class students wait expectantly for a visit from U.S. first lady Michelle Obama at Savoy School, one of eight schools selected last year for the Turnaround Arts Initiative at the President's Committee on the Arts and the Humanities, in the Anacostia neighbourhood of Washington, May 24, 2013. According to the first lady's office, turnaround arts schools use the arts as a central part of their reform strategy, both to dramatically improve the culture and climate, and to bolster academic success in high poverty, traditionally underperforming schools. REUTERS/Jonathan Ernst (UNITED STATES - Tags: POLITICS EDUCATION) - GM1E95P04IN01
BROWN CENTER CHALKBOARD
New evidence of the benefits of arts education
Brian Kisida and Daniel H. Bowen Tuesday, February 12, 2019
Engaging with art is essential toan experience. Almost as soon as motor skills are developed, children communicate through artistic expression. The arts challenge us with different points of view, compel us to empathize with “others,” and give us the opportunity to reflect on the human condition. Empirical evidence supports these claims: Among adults, arts participation is related to behaviours that contribute to the health of civil society, such as increased civic engagement, greater social tolerance, and reductions in other-regarding behaviour. Yet, while we recognize art’s transformative impacts, its place in K-12 education has become increasingly tenuous.
A critical challenge for arts education has been a lack of empirical evidence that demonstrates its educational value. Though few would deny that the arts confer intrinsic benefits, advocating “art for art’s sake” has been insufficient for preserving the arts in schools—despite national surveys showing an overwhelming majority of the public agrees that the arts are a necessary part of a well-rounded education.
Our research efforts were part of a multisector collaboration that united district administrators, cultural organizations and institutions, philanthropists, government officials, and researchers. Collective efforts similar to Houston’s Arts Access Initiative have become an increasingly common means for supplementing arts education opportunities through school-community partnerships. Other examples include Boston’s Arts Expansion Initiative, Chicago’s Creative Schools Initiative, and Seattle’s Creative Advantage.
Through our partnership with the Houston Education Research Consortium, we obtained access to student-level demographics, attendance and disciplinary records, and test score achievement, as well as the ability to collect original survey data from all 42 schools on students’ school engagement and social and emotional-related outcomes.
We find that a substantial increase in arts educational experiences has remarkable impacts on students’ academic, social, and emotional outcomes. Relative to students assigned to the control group, treatment school students experienced a 3.6 percentage point reduction in disciplinary infractions, an improvement of 13 per cent of a standard deviation in standardized writing scores, and an increase of 8 per cent of a standard deviation in their compassion for others. In terms of our measure of compassion for others, students who received more arts education experiences are more interested in how other people feel and more likely to want to help people who are treated badly.
When we restrict our analysis to elementary schools, which comprised 86 per cent of the sample and were the primary target of the program, we also find that increases in arts learning positively and significantly affect students’ school engagement, college aspirations, and their inclinations to draw upon works of art as a means for empathizing with others. In terms of school engagement, students in the treatment group were more likely to agree that schoolwork is enjoyable, makes them think about things in new ways and that their school offers programs, classes, and activities that keep them interested in school. We generally did not find evidence to suggest significant impacts on students’ math, reading, or science achievement, attendance, or our other survey outcomes, which we discuss in our full report.