How do in-school arts education programs affect student creativity, academics, or social outcomes? That is the central question for an August 27th webinar by the National Endowment for the Arts that will feature researchers from the Kennedy Center and Johns Hopkins University, who will share their investigation of these topics.
Ivonne Chand O’Neal, director of research and evaluation at The John F. Kennedy Center for the Performing Arts, will share her study on the Changing Education Through the Arts (CETA) program on Washington D.C.-area public school students, their parents, and teachers. The CETA program is supported by an OII Arts in Education National Program grant to the Kennedy Center. Mariale Hardiman, professor at the Johns Hopkins University School of Education and former principal of Roland Park Elementary/Middle School in Baltimore, Maryland, will discuss her work at the intersection of cognitive research and effective teaching strategies.
Curious about what the latest psychological research can teach us about creativity, how it’s expressed, and how it can be measured? Join the public webinar on the psychology of creativity, hosted by the National Endowment for the Arts, on Wednesday, February 19, from 3:00 to 4:00 p.m. (EST). James C. Kaufman, Ph.D., internationally recognized author and professor of educational psychology at the Neag School of Education at the University of Connecticut, will share his research and insights on such areas as everyday creativity, creativity assessment, and creativity and mental health.
Last March, the What Works Clearinghouse (WWC) of the Institute of Education Sciences (IES) released its review of the portion of a Mathematica study showing that students attending KIPP middle schools scored higher than matched non-KIPP students. The study involved use of a quasi-experimental, matched-student research design, and WWC found that it meets WWC evidence standards with reservations (see definitions below).
In its recently released final report on the KIPP study, the WWC determined that the research described in the lottery-based, randomized-control trial (RCT) portion of the same study meets WWC evidence standards without reservations for the one-year follow-up and meets standards with reservations for the later-year follow-ups because of high sample attrition in those years. In the RCT portion of the study, students who entered the lottery and won were compared with those students who entered the lottery but did not win. While the WWC has conducted reviews of other studies focused on the charter sector, the only charter model that the WWC has reviewed, both in this review and in previous reviews, is the KIPP model.
Specifically, the experimental portion of the study found that students who were offered admission to 13 KIPP middle schools scored significantly higher on mathematics assessments in the first and second years after the lottery as well as in the fall of the third year after the lottery than students who entered the lottery but did not win admission to KIPP charters. For the comparisons of reading assessments between the KIPP and non-KIPP students, however, there were not statistically significant differences in any of the years.
(October 5, 2011) The U.S. Department of Education announced today charter school grants totaling $4,792,526 to charter developers for planning, program design, and initial implementation, as well as for dissemination. These Charter School Program Non-state Educational Agency (Non-SEA) grants will assist in expanding the number of high quality charter schools in the nation by providing funding to 23 new, or recently opened, charter schools over the next three years. These grants will also provide three high quality charter schools the ability to partner with other charter and non-charter public schools to improve academic performance and share effective practices.
Assistant Deputy Secretary for the Office of Innovation and Improvement Jim Shelton was the featured guest blogger on Education Week’s “Sputnik” blog on September 28. To read Shelton’s piece, “Education Innovation: What It Is and Why We Need More of It,” check here.
In July, OII staff from Promise Neighborhoods participated in the Neighborhood Revitalization Conference, hosted by the United Neighborhood Centers of America. The conference featured the release of Building Neighborhoods of Opportunity, a report from the White House Neighborhood Revitalization Initiative, which highlights key lessons from organizations that are revitalizing neighborhoods across the country.