Cohort Study of Arts Participation and Academic Performance

Cohort Study of Arts Participation and Academic Performance

Presented by Steve Kelly, Ph.D. Kathleen D. Sanz Ph.D.

Cohort Studies of Arts Participation and Academic Performance

• 2007-2008 Cohort Study included188,859 12th Grade Students

• 2010-2011 Cohort Study included197,932 12th Grade Students

Overview of AnalysisAnalysis Prepared by Dr. Steve Kelly, FSU

All Students participating in arts-related classes:• Stay in school• Have higher graduation rates• Less likely to drop out of school• Perform higher in academic areas such

as mathematics, reading and writing• Achieve higher scores on standardized

tests such as the SAT and the FCAT

2007-2008 Cohort StudyFine Arts Enrollment

Dance Music Theatre Visual Arts

• Information Based on 188,859 12th Grade Students• For the general population, the more arts classes

taken, the higher the student achievement in all measures.

• For students on “free and reduced lunch” an indicator of socioeconomic levels, the more arts classes taken, the higher the student achievement in all measures.

• For students divided by ethnicity, the more arts classes taken, the higher the student achievement in all measures

• The more arts classes taken, the less likely a student is to dropout of the cohort group.



• Information Based on 197,932 12th Grade students

• Overall increase in the number of 12th grade students taking arts-related classes

• Marked increase in the number of students qualifying for free-reduced lunch in arts-related classes

• Overall increase in the number of students graduating with a standard high school diploma who took an arts-related class



GPA – Grade point averages—Bright futures criteria against the cumulative state grade point average, GPA scores for students taking arts-related class remain stable indicating students not meeting bright futures criteria benefit as much with taking art-related courses as those meeting bright futures.

Cumulative GPA

4 or more credits 2.5 - 3 1.5 - 2 .5 - 1 0 credits2.3

2.4

2.5

2.6

2.7

2.8

2.9

3.0

3.1

Visual ArtDanceTheatreMusic

Mea

n G

PA (

unw

eigh

ted)

Arts Credits Taken

Mean GPA For Students Statewide: 2010-2011

Bright Futures GPA

4 or more 2.5 - 3 1.5 - 2 .5 - 1 02.7

2.8

2.9

3.0

3.1

3.2


Mean GPA For Bright Futures Students Statewide: 2010-2011

Arts Credits Taken

Mea

n G

PA (

unw

eigh

ted)

Comparative GPA Mean GPA For Bright Futures Students vs. Not Bright Futures

4 or more credits

2.5 - 3 1.5 - 2 .5 - 1 0 credits0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5 3.1 3.0 2.9 2.9 2.93.0 2.8 2.7 2.7 2.6

Bright Futures Not Bright Futures

Visual Art

4 or more credits

2.5 - 3 1.5 - 2 .5 - 1 0 credits2.3

2.4

2.5

2.6

2.7

2.8

2.9

3.0

3.1

3.2 3.1

3.02.9 2.9 2.93.0

2.8

2.72.6 2.6


Dance

4 or more credits

2.5 - 3 1.5 - 2 .5 - 1 0 credits2.4

2.5

2.6

2.7

2.8

2.9

3.0

3.1

3.23.1

3.02.9

2.9 2.92.9

2.8

2.7 2.7 2.6


Theatre

4 or more credits

2.5 - 3 1.5 - 2 .5 - 1 0 credits0.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5 3.2 3.0 3.0 2.9 2.93.12.8 2.7 2.6 2.6


Music

Low Socio-Economic GPA

4 or more 2.5 - 3 1.5 - 2 .5 - 1 02.2

2.3

2.4

2.5

2.6

2.7

2.8

2.9


Mean GPA For Students On Free/Reduced Price Lunch: 2010-2011

Mea

n G

PA

Arts Credits Taken

4 or more credits

2.5 - 3 1.5 - 2 .5 - 1 0 credits2.8

3.0

3.2

3.4

4 or more credits

2.5 - 3 1.5 - 2 .5 - 1 0 credits2.5

2.6

2.7

2.8

2.9

3.0

3.1

3.2

12th Grade Arts EnrollmentStudents Taking Arts Credits By Race: White

4 or more credits 2.5 - 3 1.5 - 2 .5 - 1 0 credits -

10,000 20,000 30,000 40,000 50,000 60,000 70,000 80,000 90,000

100,000

Statewide Cumulative GPA Bright Futures GPA

MusicVisual Art Dance Theatre

Cumulative GPA: Visual Art GPA By Race for Students Taking Visual Art Credits: 2010-2011

Mea

n G

PA

4 or more

2.5 - 3 1.5 - 2 .5 - 1 00.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4 or more

2.5 - 3 1.5 - 2 .5 - 1 02.4

2.5

2.6

2.7

2.8

2.9

3.0

3.1

3.2Statewide Cumulative GPA Bright Futures GPA

Hispanic WhiteBlack

Mea

n G

PA

Cumulative GPA: Dance GPA By Race for Students Taking Dance Credits: 2010-2011

4 or more

2.5 - 3 1.5 - 2 .5 - 1 00.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4 or more

2.5 - 3 1.5 - 2 .5 - 1 00.0

0.5

1.0

1.5

2.0

2.5

3.0


Hispanic WhiteBlack

Mea

n G

PA

Mea

n G

PA

Cumulative GPA: Theatre GPA By Race for Students Taking Theatre Credits: 2010-2011

4 or more

2.5 - 3 1.5 - 2 .5 - 1 00.0

0.5

1.0

1.5

2.0

2.5

3.0

4 or more

2.5 - 3 1.5 - 2 .5 - 1 02.4

2.5

2.6

2.7

2.8

2.9

3.0

3.1


Hispanic WhiteBlack

Mea

n G

PA

Mea

n G

PA

Cumulative GPA: Music GPA By Race for Students Taking Music Credits: 2010-2011

Mea

n G

PA

4 or more

2.5 - 3 1.5 - 2 .5 - 1 00.0

0.5

1.0

1.5

2.0

2.5

3.0

3.5

4 or more

2.5 - 3 1.5 - 2 .5 - 1 02.4

2.5

2.6

2.7

2.8

2.9

3.0

3.1

3.2


Hispanic WhiteBlack



• FCAT comparisons for reading, mathematics and writing remain stable between the two cohort studies

• Students scoring at Level 3 or better on all FCAT reading, mathematics and writing demonstrate continued benefits for all student groups.

• Data comparing students receiving free-reduced lunch and race reflect the overall comparisons regarding FCAT scores and benefits.

FCAT Reading

4 or more credits 2.5 - 3 1.5 - 2 .5 - 1 0 credits0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%


Percentage of Students Statewide Scoring 3 or Above on FCAT Reading

Arts Credits Taken

FCAT Math


10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%


Percentage of Students Statewide Scoring 3 or Above on FCAT Math

Arts Credits Taken

FCAT Writing


10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%


Percentage of Students Statewide Scoring 3.5 or Above on FCAT Writing

Arts Credits Taken

FCAT Writing


2.00%

4.00%

6.00%

8.00%

10.00%

12.00%

14.00%

16.00%

18.00%

20.00%


Percentage of Students Statewide Scoring 1 to 3 on FCAT Writing

Arts Credits Taken

2010-2011 Cohort StudySAT

• The number of students taking the SAT who were enrolled in arts-related classes increased.

• Mathematics and verbal scores on the SAT remain stable even with the increased number of students.

• SAT scores for both mathematics and verbal exams continue to show a trend that SAT scores improve as students take more arts-related credits.

• Analysis of free and reduced lunch and race data, indicated that students enrolled in 4 or more courses scored higher on SAT mathematics and verbal than those not taking arts-related classes.

4 or more 2.5 - 3 1.5 - 2 .5 - 1 00.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%


SAT ParticipationPercentage Of Students Statewide Taking SAT (math or verbal)

Arts Credits Taken

4 or more 2.5 - 3 1.5 - 2 .5 - 1 0420

440

460

480

500

520

540


SAT Performance: MathMean Scores For Students Statewide Taking SAT MATH 2010-2011

Mea

n SA

T M

ath

Scor

es

Arts Credits Taken

Mea

n SA

T Ve

rbal

Sco

res

Arts Credits Taken

SAT Performance: VerbalMean Scores For Students Statewide Taking SAT Verbal 2010-2011

4 or more 2.5 - 3 1.5 - 2 .5 - 1 0420

440

460

480

500

520

540


SAT Performance

4 or more 2.5 - 3 1.5 - 2 .5 - 1 0400

410

420

430

440

450

460

470

480

490

Mean Scores Of Students Free and/or Reduced Lunch Price Program Taking SAT MATH

Music

Visual ArtDanceTheatre

Mea

n SA

T M

ath

Scor

es

Arts Credits Taken

4 or more 2.5 - 3 1.5 - 2 .5 - 1 0400

420

440

460

480

500

520

Mea

n SA

T V

erba

l Sco

res

SAT Performance

Arts Credits Taken

Music

Visual ArtDanceTheatre

Mean Scores Of Students Free and/or Reduced Lunch Price Program Taking SAT Verbal

Graduating With Diploma

4 or more 2.5 - 3 1.5 - 2 .5 - 1 00.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%


Percentage of Students Graduating With Standard High School Diploma: 2010-2011

Arts Credits Taken

Student Drop-Out Rate

4 or more 2.5 - 3 1.5 - 2 .5 - 1 00.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%


Percentage of Students Omitted From Standard High School Diploma: 2010-2011

Arts Credits Taken

Next Steps• Posted on the cfaefl.org and the

flmea.org websites.• Tri-fold in the process of development

for distribution. Hosted on the FMEA and the CFAE websites.

• Meeting with key decision makers about the study and the impact of the arts on students’ education

• Project will continue for advocacy.

What can I do?• Learn more about the project by

reviewing on the website.• Talk with parents, colleagues,

administrators about the value of arts education.

• Distribute at concerts• Put the information on your website.• Develop your own data for your

students.

References• 2007-2008 12th Grade Cohort – Florida Department of Education: Fine

Arts Enrollment Data

• 2010-2011 12th Grade Cohort – Florida Department of Education: Fine Arts Enrollment Data

• National Dropout Prevention Center (2012). Effective strategies for dropout prevention. Retrieved August 29, 2012 from http://www.dropoutprevention.org/family-student-resources/top-5-reasons-stay-school

• West Virginia Music Educators Association. (In press). Arts cohort study of arts participation and academic performance.

http://www.dropoutprevention.org/family-student-resources/top-5-reasons-stay-school

http://www.dropoutprevention.org/family-student-resources/top-5-reasons-stay-school

Cohort Study of Arts Participation and Academic Performance

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