Moving Rivers, Shifting Streams: Perspectives on the Existence of a Policy Window

Twilight in the Valley of the Sun: Nonprofit Arts and Culture Programs in Arizona's Public Schools Post—No Child Left Behind

“…Studies support these claims and have found that arts programs in high-needs schools are sparse and superficial at best (Hanley 2003;Mishook and Kornhaber 2006). Students with the greatest access to the arts are those with educated, wealthier parents and families that support the arts and provide their children with enriched opportunities to engage in the arts within and beyond the schoolhouse doors (Chapman 1992;Galligan and Burgess 2005;Goodlad 2000;NCES 2007).…”

“…Communities in which arts and culture are a significant part of the infrastructure reap the benefits of economic growth by luring businesses and jobs as well as attracting tourists (Americans for the Arts 2007; Galligan and Burgess 2005;Rademaker 2003;Straub 1994;Welch 2006). Community leaders and policymakers should position the arts at the center of the community and engage in public relations campaigns to change public opinion and attitudes.…”

“…Community leaders and policymakers should position the arts at the center of the community and engage in public relations campaigns to change public opinion and attitudes. These steps would help the public embrace arts and culture as integral, rather than peripheral, components of society that support the vitality and vibrancy of community life (Constantino 2003;Galligan and Burgess 2005;Rowe et al 2004). …”

Cultivating Demand for the Arts: Arts Learning, Arts Engagement, and State Arts Policy

“…These teams developed district-level guidelines on how to define and measure disciplinespecific proficiency in the three areas. RISCA also helped to set up and fund Rhode Island's Arts Passport program, in which professional and university arts organizations provide free access to their events and exhibits to help high school students meet the graduation requirement (Galligan and Burgess, 2005).…”

“…Beginning in 2008, all graduating seniors must demonstrate proficiency in two of the three areas of creating, performing, and 34 The task force was made up of 19 leaders broadly representing the stakeholders in youth arts education: arts educators, classroom teachers, school administrators, parent-teacher organizations, arts policymakers, and artists and arts organizations. All task force members were appointed by the governor (Galligan and Burgess, 2005). responding. To help with the new requirement, RISCA offered planning grants to school districts and assisted in organizing and supporting four educator-artistparent-student teams, one each in dance, music, theater, and the visual arts.…”