Project Updates

Metis to Present Results of Arts Education Studies at 2013 AEA Conference

Metis’s Tara Mastrorilli, Mari Cunnington, and Angelina Lopez will present results of several arts education studies at the American Evaluation Association conference in Washington, D.C., October 16–19, 2013. The projects they are representing include the Arts Achieve program of the New York City Department of Education and Studio in a School, the Tale of Two Cities program of Global Writes in San Francisco, and Creative Classroom Collaboratives (C3) on Long Island.

Friday, October 18, 8:00 a.m.
Methods for Revealing Arts Learning in Complex Contexts

Mari Cunnington, a Metis research associate, will address the results of Creative Classroom Collaboratives (C3), a demonstration project launched by the Eastern Suffolk Board of Cooperative Education Services (BOCES) in two Long Island school districts. Metis’s quasi-experimental, longitudinal study of the project is testing the effects of integrating performance arts into the elementary school curriculum. With a four-year grant from the U.S. Department of Education Arts in Education Model Development and Dissemination (AEMDD) program (2011–14), professional artists in four treatment schools are collaborating with classroom teachers and school arts and media specialists to deliver arts-integrated units on literacy, social studies, and 21st century skills for students in second through fourth grade. Preliminary results show that the students who experienced the arts programming made significant gains in 21st century skills (creativity and innovation, collaboration, critical thinking and problem solving, and communication).

Tara Mastrorilli, also a Metis research associate, will present first-year findings on the implementation and impact of Arts Achieve, a New York City partnership of the Department of Education (DOE), Studio in a School, and four other premier arts organizations that is funded through the federal Investing in Innovation and AEMDD programs. The project aims to increase student arts achievement by helping teachers use formative and summative data from the Benchmark Arts Assessments developed by the New York City DOE in conjunction with Arts Achieve cultural partners. (A related session on these assessments will be held Saturday morning; see below.)The project also supports the integration of technology into arts instruction and assessment. The study randomly assigned 77 schools to treatment or control groups by arts discipline (dance, music, theater, or visual arts) and school level (elementary, middle, and high). Preliminary results indicate that students participating in Arts Achieve made greater gains in arts achievement compared to students in the control schools—a significant finding and possibly the first instance of arts progress being measured systematically through performance tasks.

Saturday, October 19, 8:00 a.m.
Arts in Education: Building the Evidence

Arts Achieve will also be the focus of a Metis presentation on Saturday, in which Tara Mastorilli will discuss the Benchmark Arts Assessments for each of the four arts disciplines being taught. The assessments of students’ interpretation and analysis of works of art, and of art-making activities, are intended to measure knowledge and skills that are expected to be gained by the end of fifth grade, eighth grade, and during high school. This session will focus on the successes and challenges of using these assessments and how they were integrated into the evaluation. According to Mastrorilli, a key benefit of the program is that teachers attain valid, systematic information of their students’ knowledge and skills that they would not ordinarily receive. A challenge is ensuring inter-rater reliability among the adjudicators who score student tasks.

Angelina Lopez, Metis research assistant, will also present in this session together with Maria Fico and John Ellrodt of Global Writes, an organization that is implementing an AEMDD-funded project, A Tale of Two Cities. Launched in 2010, the project combines original poetry writing, performance, and video conferencing to promote students’ literacy and communication skills. The evaluation uses an experimental design in which six San Francisco middle schools were randomly assigned to treatment or control conditions. The program is expected to improve students’ performing skills, language arts and mathematics achievement, and their attitudes toward literacy, learning, and technology.

news archive - 2013

December 19, 2013
Kathleen Agaton Receives 2013 Making a Meaningful Difference Award

December 13, 2013
Metis and Eskolta Hold Forum on Measuring Success of Transfer Schools

October 22, 2013
Metis Paints School Mural on New York Cares Day

October 15, 2013
Metis to Present Results of Arts Education Studies at 2013 AEA Conference

October 15, 2013
Jing Zhu to Present Results of Drop-Out-Prevention Program at 2013 AEA Conference

August 22, 2013
The Magnet Compass Features an Interview with Metis’s Claire Aulicino

August 8, 2013
Fairfield County Community Foundation Puts Metis Research Results into Action

July 8, 2013
Metis Congratulates the Winners of New York State 21st Century Community Learning Centers Grants

June 21, 2013
Metis Begins Evaluation of Girl Scout Leadership Institute

May 9, 2013
Metis to Evaluate the PEP Foundation College Readiness Program

May 7, 2013
Metis Begins Audit of Baltimore County Magnet Schools

April 24, 2013
Metis to Evaluate New York City Race to the Top Initiative

April 4, 2013
Metis Staff to Present at AERA Conference April 30, 2013

April 4, 2013
Metis to Evaluate Boys & Girls Clubs of America Summer Program

March 5, 2013
Metis Evaluation Featured in National Striving Readers Report

February 28, 2013
Promise Neighborhoods Planning Grant Goes to Camden, New Jersey

January 10, 2013
Metis Begins an Evaluation Project with Palm Beach County Children’s Services

January 5, 2013
Ada Chau Receives Making a Meaningful Difference Award


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Project Updates Archive - 2013

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