Display candidate transaction variables for article
| Id | 120 | |
| Author | Catterall, J., S.; Dumais, S., A.; Hampden-Thompson, G., | |
| Title | The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies. | |
| Reference | Catterall, J.S.; Dumais, S.A.; Hampden-Thompson, G. (2012). The Arts and Achievement in At-Risk Youth: Findings from Four Longitudinal Studies. Research Report ·#55. Washington, DC: National Endowment for the Arts. |
Link to article | https://www.arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf |
| Abstract | This report examines the academic and civic behavior outcomes of teenagers and young adults who have engaged deeply with the arts in or out of school.
In several small-group studies, children and teenagers who participated in arts education programs have shown more positive academic and social outcomes in comparison to students who did not participate in those programs. Such studies have proved essential to the current research literature on the types of instrumental benefits associated with an arts education.
A standard weakness of the literature, however, has been a dearth of large-scale, longitudinal studies following the same populations over time, tracking the outcomes of students who received intensive arts exposure or arts learning compared with students who did not. The Arts and Achievement in At-Risk Youth is a partial attempt to fill this knowledge gap. The report’s authors, James Catterall et al., use four large national USA databases to analyze the relationship between arts involvement and academic and social achievements. |
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| Such studies have proved essential to the current research literature on the types of instrumental benefits associated with an arts education. . | The Arts and Achievement in At-Risk Youth is a partial attempt to fill this knowledge gap. . | The rationale was that higher-income, higher-educated families will, on average, provide their youth with more opportunities to experience the arts through extra classes, lessons, or opportunities for attendance, perhaps through more affluent schools with extensive arts programs. . | Throughout this report, high-arts students are also characterized as students who have had arts-rich backgrounds, or who have had intensive arts involvement as elementary, middle school, and/or high school students. . | Even among high-SES individuals, college-going rates were higher if students had engaged in arts-rich experiences in high school, according to a separate database. . | When it comes to participating in extracurricular activities as a whole, favorable results were also seen with respect to arts-rich students in both high- and low-SES groups, in high school and college alike. . | These findings suggest that in-school or extracurricular programs offering deep arts involvement may help to narrow the gap in achievement levels among youth of high- versus low-SES. . | But positive relationships between arts and civic engagement are noted in high-SES groups as well. . |
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