We AreAdvocates

Keeping Education in Schools: The Cost Shouldnt Cut It

Sarah Hammaker April 9th, 2013
A recent movement has taken place within the last five years indicating that children receiving an American public education are not scoring as highly in the reading, writing, and math sections of standardized testing as children in other countries are. 1 However, America is also in the middle of a budget crisis and education systems already spend significant amounts of money on their programs. Should more of this money be concentrated to reading, writing, and math programs? With a limited budget, if more money is allocated to these standardized-tested subjects, less money will be put forth for programs to the side of these such as the arts and physical education. In fact, many schools have begun this financial re-distribution. However, before every school eliminates their arts programs, it is important for them to actually consider enhancing them. Much formal research and many personal reports indicate the positive learning effects of art and physical education in schools and taking away these programs would be more detrimental to the educational process than any other move. Removing these important programs would mean removing critical thinking and creativity from children, ridding them of the ability to think through problems in their own ways, and in multiple ways.2 It would provide a strictly content- driven knowledge base before the true rigor of college and after that, the real world where even simple forms of creativity are a necessity to survival. It would also inhibit childrens abilities to think through math and reading problems on standardized tests. More money being allocated to reading and math programs does not necessarily mean improved programs, but adding outlets such as art and gym do. Taking away these programs will take away true learning opportunities for children at a time when the country needs these opportunities and advancements the most. Background It has been reported in many sources that standardized testing scores of American students have dropped significantly within the past few decades, especially as compared to students in other countries. Research done by the Organization for Economic Cooperation and Development showed that 15-year-old students in the United States placed 25th out of 30 countries in math performance and 21st in science performance.3 In an ever-growing world of technology and scientific innovations, these scores do not seem to serve sufficiently if America intends to stride ahead of other countries in terms of innovations. Pinpointing the possible causes for the decreased test scores is the most challenging part however; otherwise, much-needed funds are being

thrown into the schools in hopes of improving education, but actually not making much of a difference at all. According to research done by economist, Hanushek, there is no clear correlation between how much money is put into a school and improved student performance, seen across districts, states, and even countries.4 The key to improved performance, according to this research, is teacher quality and lower teacher-to-student ratios- two things not guaranteed, or even directly related to having more money.5 The magazine, Education Week, reported that since 1970, math scores on tests have remained fixed, even though there have been more efforts than ever through funding programs to increase these scores.6 Simply the notion of spending money cannot be the solution here. It is important to note that if more money is given to schools, the most important action in return, is to allocate this money to areas that will enhance education; not to take money away from areas that need funding the most in favor of students education. Much of the answer to this problem of money allocation is to increase art education. As the country continues to report lower test scores in schools, it is also observed that art education in schools is decreasing as well (see Figure 1). Of course, this data does not indicate direct causation, but rather a pattern showing a significant correlation. This correlation is further supported by studies that indicate the true importance of arts education in schools. A report released in 2009 indicates that according to a recent study of New York City schools by the citys Education Department, the schools in the top third for graduation rates offered their students the most resources and access to art programs, 40 percent more certified arts teachers, and 40 percent more designated art classrooms. Schools in the bottom third offered the least access to the arts.7 In another study done by the Soloman R. Guggenheim Museum, education about art seems to improve learning as well. The study followed a group of children who participated in a program at the museum called Learning Through Art, while another group did not. The researchers found after Figure 1: Trend of arts Education in the second year, that having kids learn schools about art increases their reading comprehension, possibly because the processes of talking about and interpreting art helps children interpret reading passages and texts.8 Art education was crucial in the eighteenth and nineteenth century especially in teaching students to draw. Drawing helped students retain and understand concepts taught in class that were not even directly associated with art at all.9 The de-emphasis on art in schools stems from the launch of Sputnik in 1957 when the United States felt

threatened by Russias new advancement and felt the need to re -focus students attention to math and science.10 Arts programs dropped even more in the 1970s, but soon were revived through the efforts of arts enthusiasts at this time.11 During the presidency of George W. Bush Jr. however, the No Child Left Behind Act emphasized Math and reading in order to increase childrens standardized test scores. 12 However, it is not clear that test scores even tell us very much about students. They positively help assess weak areas, or areas that need more emphasis in schools, and for particular students. However, the way the government approaches this idea of more emphasis is by putting unnecessary pressure on schools to meet standards.13 It takes the emphasis off of improving, or using these exams as tools to figure out a future course of action and instead, holds teachers and students accountable- also meaning that they could be punished if they do not meet these standards.14 This extrinsic motivation is not working, showing that this emphasis on the standardized test is not working either.

Solution America wants higher test scores because these scores indicate whether or not the students will be ready for the future in Figure 2: Showing the failure of states to competition amongst other countries as well as meet national Standards when these helping within America. However, even if test scores expectations are place upon them are the most concrete way to assess the comprehension success of students, and therefore, hold priority, they should not be at the forefront of our minds. They need to be a distant goal that can only be achieved by doing the honest work beforehand to reestablish a ground for education. The test scores will follow the quality of education. Quality education needs to include: Quality training and treatment of teachers Form a less competitive system among states, counties, and schools in regards to testing and replacing it with a more unified approach, emphasizing the importance of America as a nation and therefore improving overall education and test scores. The determination of what is truly necessary for children to learn and allocate those items and programs to every school

As stated previously, research has been done showing that teacher quality improves education quality for students. However, this year, the annual MetLife Survey of the American Teacher reported that teacher job satisfaction has dropped from 62 percent in 2008 to 39 percent in 2012.15 This is a significant decrease that indicates a necessity for

change. Furthermore, according to psychological research at Harvard University, teacher satisfaction and esteem directly effect students performance.16 They note that, Teachers with strong positive attitudes about teaching had students whose self -esteem was high. Students seem to recognize the effectiveness of teachers who are satisfied with their teaching performance.17 This research also indicates that teacher motivation comes from fulfillment of higher-order needs such as social collaberation and autonomy in their teaching styles. Both No Child Left Behind and Race to the Top are programs that aim to better the testing scores of students, but also severely restrict teacher freedoms to intuitively use the skills they earned in college in order to teach their students. Budget cuts for schools also greatly affect teachers, not as significantly in salary expectation, but rather because budget cuts lead to more crowded classes, and programs being cut- therefore leading to less autonomy and sense of control in the classroom.18 If the government is going to treat education as the single most important aspect of the country, respect for teachers must be a priority. Budget cuts would not be necessary if more money was allocated to schools equally to provide funds to keep crucial classes and programs intact. This would lead to a higher esteem for teachers and students all in all. Secondly, the recent Race to the Top initiative enacted by president Barak Obama puts a great deal of emphasis on the educational success of individual states. This success is measured by standardized test scores of students. Each state must fulfill the standards assigned to them in order to receive funding at the end of the year. 19 This is designed to create incentive for instructors to teach material that will provide the whole countrys students with a universal knowledge base to be able to compete with students from other countries. However, this initiative takes pressure to another level, where teachers feel the burden of teaching their students to the test because if they do not, the entire school will be at a loss for funds. This returns to the idea of lack of freedom for teachers and therefore, lack of job satisfaction. It also leads students to be less interested and successful in schools as their teachers are unhappy and they face increased pressure to perform well. The overall goal of this incentive is for the country to improve test scores and show their true strife in regards to student knowledge, but this creates fear and inequality between states that lack, and have excess resources. A more national and unified perspective needs to be taken with this initiative. The idea of starting at a small, state scale to promote a more unified change is solid, however the competition between states is unfair and creates anxiety. A more wholesome approach would set the tone for success of the entire nation among other countries instead of turning small sections of the nation against each other. Lastly, there needs to be recognition of what is truly necessary for students to learn optimally, and those necessities need to be implicated in all schools throughout the US. These necessities include arts in schools- the previously mentioned research as well as many more studies show how greatly they improve students performance and esteem. They also include basic resources such as books and nutritious lunches that some schools can afford bountifully, while others simply cannot. There must be a more even distribution across financial lines to ensure that all students have an equal opportunity for success in school, no matter what their financial status may be. In this way, the countrys success in school will be much more balanced and apparent throughout instead of condensing in the more affluent areas.

Conclusion In the end, art education is imperative to the success of students, teachers, schools, and our nation as a whole. It is a part of the entire construction that makes education successful and that missing link causes the system to fall apart. The success of our nation in terms of education requires all of the links necessary including quality teacher treatment and education, a unified mindset, and equal resources for schools no matter what financial state they are in. As long as these elements are placed together, the US can finally meet its ultimate goals for education.

Notes Citation
1."

Statistics About Education in America." StudentsFirst.org. StudentsFirst.org, 2013. Web. 09 Apr. 2013. <http://www.studentsfirst.org/pages/the-stats>.
2.

Baker, Beth. "Arts Education." CQ Researcher by CQ Press. CQ Researcher, 12 Mar. 2012. Web. 09 Apr. 2013. <http://library.cqpress.com/cqresearcher/document.php?id=cqresrre2012031600>.
3.

<http://www.studentsfirst.org/pages/the-stats>.

4.

Koch, Kathy. "The CQ Researcher Online." CQ Researcher by CQ Press. CQ Researcher, 10 Dec. 1999. Web. 09 Apr. 2013. http://library.cqpress.com/cqresearcher/document.php?id=cqresrre1999121000.
5.

ibid. <http://www.studentsfirst.org/pages/the-stats>.

6.

7.

Harris, Piled By Rachel Lee. "ARTS, BRIEFLY; Arts Education and Graduation Rates." The New York Times. The New York Times, 19 Oct. 2009. Web. 09 Apr. 2013. <http://www.nytimes.com/2009/10/19/arts/19arts-ARTSEDUCATIO_BRF.html?_r=0>.
8.

http://library.cqpress.com/cqresearcher/document.php?id=cqresrre2012031600

9.

Walling, Donovan R. "Art Education." Gale Opposing Viewpoints. Gale, 2003. Web. 9 Apr. 2013.
10.

ibid. ibid. http://library.cqpress.com/cqresearcher/document.php?id=cqresrre2012031600

11.

12.

13.

Koretz, Daniel. "Usable Knowledge: Measure for Measures: What Do Standardized Tests Really Tell Us about Students and Schools?" Usable Knowledge: Measure for Measures: What Do Standardized Tests Really Tell Us about Students and Schools?

Harvard Graduate School of Education, 2009. Web. 09 Apr. 2013. <http://www.uknow.gse.harvard.edu/decisions/video-DD315-608-2.html>.

14.

ibid

15.

Walker, Tim, and Sara Robertson. "MetLife Survey: Teacher Dissatisfaction At an AllTime High." NEA Today RSS. Neatoday, 21 Feb. 2013. Web. 09 Apr. 2013. http://neatoday.org/2013/02/21/metlife-survey-teacher-dissatisfaction-at-an-all-time-high/
16.

Bishay, Andre. Teacher Motivation and Job Satisfaction: A Study Employing the Experience Sampling Method. Journal of Undergraduate Sciences. Harvard University, Fall 1996. Web. 9 Apr. 2013. <http://www.hcs.harvard.edu/~jus/0303/bishay.pdf>.
17.

ibid

18.

http://neatoday.org/2013/02/21/metlife-survey-teacher-dissatisfaction-at-an-all-timehigh/
19.

"Race to the Top." The White House. The White House, n.d. Web. 09 Apr. 2013. <http://www.whitehouse.gov/issues/education/k-12/race-to-the-top>.