Cloaking Inequity

From Dewey to No Child Left Behind: The evolution and devolution of public arts education

1–2 minutes

July 30, 2012

Vasquez Heilig, J., Cole, H. & Aguilar, A. (2010). From Dewey to No Child Left Behind: The evolution and devolution of public arts education. Arts Education Policy Review, 111(4), 136-145.

This historical narrative tracks the evolution and devolution of visual arts education from Dewey’s progressive era pedagogy and the theory of the arts as experience through the modern accountability movement. Archival material, state curricular documents, and conversations with policymakers show an increasing focus on core subject areas of reading, writing, and mathematics at the expense of arts education. Texas House Bill 3, the third generation of accountability legislation in the Lone Star State, provides a case study of the status of arts education after more than fifteen years of high-stakes testing and accountability. Policy considerations are offered for arts education and its future standing within the public educational curriculum.

Vasquez Heilig, J., Cole, H. & Aguilar, A. (2010). From Dewey to No Child Left Behind: The evolution and devolution of public arts education. Arts Education Policy Review, 111(4), 136-145. This historical narrative tracks the evolution and devolution of visual arts education from Dewey’s progressive era pedagogy and the theory of the arts as experience through the modern accountability…

7 responses to “From Dewey to No Child Left Behind: The evolution and devolution of public arts education”

School Choice Spread in The Avocado – Cloaking Inequity

April 11, 2017 at 8:50 am

[…] tradition that can be tracked back to Reagan and beyond. In fact, in the article From Dewey to No Child Left Behind: The Evolution and Devolution of Public Arts Education, we discussed the Republican focus on testing and standards in Texas-inspired No Child Left Behind […]

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How a Grassroots Revolt Against Testing May Change Education

April 2, 2016 at 8:31 am

[…] students are subjected to an average of 112 standardized tests during their school years. Moreover, research shows that time spent on testing has diminished time for science, social studies, art, second language […]

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Is Education Being Measured To Death?

March 31, 2016 at 10:10 am

[…] students are subjected to an average of 112 standardized tests during their school years. Moreover, research shows that time spent on testing has diminished time for science, social studies, art, second language […]

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How a Grassroots Revolt Against Testing May Change Education | Radio Free

March 26, 2016 at 5:52 pm

[…] students are subjected to an average of 112 standardized tests during their school years. Moreover, research shows that time spent on testing has diminished time for science, social studies, art, second language […]

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The Progressive Magazine: How a Grassroots Revolt Against Testing May Change Education

March 25, 2016 at 12:27 pm

[…] students are subjected to an average of 112 standardized tests during their school years. Moreover, research shows that time spent on testing has diminished time for science, social studies, art, second language […]

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Friday Fun: DI’s Education Caption Entry Activity | Cloaking Inequity

June 26, 2015 at 5:02 pm

[…] Caption 7: What’s that you have in your hand? We don’t do sculpture. Testing too important. See From Dewey to No Child Left Behind: The evolution and devolution of public arts education […]

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Are you ready for a new idea? | Cloaking Inequity

October 17, 2012 at 6:20 pm

[…] One example of the focus on the process of education instead of high-stakes testing outcomes is San Antonio’s Café College resource centers. Mayor Julian Castro funded these college-knowledge information centers because the community made higher education enrollment and graduation a priority. As a result, the city has placed its resources and will behind that goal. This focus on process rather than outcomes is a stark contrast to the current approaches observed in urban Texas high schools focused on high-stakes testing. Due to the current testing regime, high schools are spending their resources on double-blocking students in test-prep courses to focus on multiple choice worksheets for high-stakes exit exams instead of the arts, band, PE and other important courses that build 21st Century skills (Vasquez Heilig, 2011; Vasquez Heilig, Cole & Aguilar, 2010). […]

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