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| 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. |
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| Link to article | https://www.arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf |
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| 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. |
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 addition data for the entire sample all ses and arts engagement levels are used to benchmark the outcomes shown by high-arts and low-arts students. high school students from low ses backgrounds with arts-rich experiences participated in student government and school service clubs at four times the rate of low-ses students who lacked those experiences. according to this database -year-olds from low-ses backgrounds who had engaged with the arts intensely from middle school through high school were more likely than the low-arts low-ses group to have done either literary activity. even youth from socially and economically advantaged backgrounds may find access to greater civic and social participation via deep arts involvement.
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