The researcher examined equitable opportunities for public high school students to have access to the arts. The purpose of the study was to investigate any possible relationship between students' state-mandated placement in intensive reading courses as a result of poor performance on the Florida Comprehensive Achievement Test (FCAT) and constricting access to courses in the arts. Mandated courses in intensive reading count as elective course offerings, thereby minimizing opportunities for student-selected elective course offerings in the arts.
The mixed methods research was comprised of quantitative data from the Florida Department of Education (FLDOE), qualitative data through survey research, and interviews of arts-related professionals. The survey was administered to public high school arts teachers.
The survey findings suggest that arts teachers perceive mandated intensive reading courses as having negative effects on their programs. Interviews of arts-related professionals corroborate survey findings. Data from the Florida Department of Education revealed a gap in the FCAT achievement level of 10 th-grade students when compared between the independent variables of race. Additional data from the FLDOE exposed disproportionality between races in students' enrollment in intensive reading courses. Lastly, in an attempt to suggest a relationship to intensive reading enrollments and limited access to arts courses, survey findings were significant in reporting negative effects to Latino students when compared to school size. This study summons educational leaders to examine the possibility of state-mandated intensive reading courses and their promulgation of inequalities for students desiring access to instruction in the arts.
|Advisor:||Bruner, Darlene Y.|
|Commitee:||Black, William R., Chen, Yi-Hsin, Shellahamer, Bentley R.|
|School:||University of South Florida|
|Department:||Educational Leadership and Policy Studies|
|School Location:||United States -- Florida|
|Source:||DAI-A 72/04, Dissertation Abstracts International|
|Subjects:||Performing Arts, Education Policy|
|Keywords:||Arts education, Disproportionality, Equity and access, High-stakes testing, Intensive reading, Social justice|
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