No Child Left Behind and Public School Arts Instruction

The No Child Left Behind (NCLB) era (2002-2015) left education stakeholders wondering how consequential accountability policies impacted visual and performing arts education across public schools in the United States. To better understand this, we examined changes in the landscape of visual and performing arts programs during the NCLB era, including classroom instructional time and staffing. Quantitative longitudinal data collected by the National Center for Education Statistics, including the Schools and Staffing Survey and Early Childhood Longitudinal Studies, were used to employ descriptive statistics and quasi-experimental analyses.

Findings featured in Arts Education Policy Review and Early Childhood Research Quarterly. Findings presented at the American Education Research Association and the Association for Public Policy Analysis and Management.