Chicago Arts Partnerships in Education summary evaluation
Catterall, J., & Waldorf, L. (1999). Chicago Arts Partnerships in Education summary evaluation. In E. Fiske (Ed.), Champions of change: The impact of the arts on learning (pp. 47-62). The Arts Education Partnership and The President’s Committee on the Arts and the Humanities. Washington, DC.
This study evaluates the Chicago Arts Partnerships in Education (CAPE), a program that provided grants to schools to form partnerships between local artists, arts agencies, and teachers to integrate arts across the school curriculum. When the program was fully implemented, it encompassed 37 schools, 53 professional arts organizations, and 27 community organizations. The evaluation reports on the program’s impacts on the classroom, students, teachers, and artists, and on the support the program received from schools and communities in Chicago.
There were four main categories of findings: (1) impact on the classroom, (2) effects on teachers and artists, (3) impact on students, and (4) support from school- and community- based groups.
Impacts on the classroom
- Teachers and artists were more likely to integrate arts into reading.
- Visual art was the most popular art form with teachers.
Effects on teachers and artists
- Teachers and artists collaborated greatly in the preparation and instruction of the arts integrated lessons.
- Teachers bought into the implementation of the program.
- Although teacher participation in CAPE-provided professional development was low, teachers found the professional development useful.
Impact on students
- Students in CAPE schools performed better in reading and mathematics than students from comparison schools, however, the difference was statistically significant only at the elementary school level and not at the high school level.
- Students enjoyed arts-integrated lessons.
Support from school and community based groups
- School principals and community arts organizations were supportive of the implementation of CAPE.