In 2011, with ongoing concerns over state budget shortfalls and the increasing educational cost structure, California state legislators focused their attention on measures that could lead to access, added productivity, and value in order to sustain the current educational system. One ofthe recommendations provided by the Legislative Analyst's Office (LAO) was to eliminate state support for course repetition in activity classes. In 2012, the Board of Governors (BOG) adopted the changes to Title 5 ofthe California Code of Regulations to limit the apportionment a community college district could collect for student attendance in credit courses that are related in content. This limitation on apportionment was intended to specifically limit student enrollment in active participatory courses such as those in the visual and performing arts.
This qualitative interview study used the Discipline-Based Art Education framework to bring forth the experiences of 13 community college visual and performing arts (VAPA) instructors. The purpose of the study was to understand how VAPA instructors experienced the elimination of course repetition, how they reconciled the requirements of their discipline with the state educational policy, and how these changes influence the teaching and promotion of access to arts learning.
|Advisor:||Vega, William M.|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||DAI-A 75/09(E), Dissertation Abstracts International|
|Subjects:||Art education, Community college education, Educational leadership, Education Policy|
|Keywords:||Arts education, Educational policy|
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