October 16, 1996

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Vol. 16, Issue 07
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At a gathering of arts education practitioners and researchers, the same old issues filled the air anew: assessment, transfer, and research as advocacy for arts education. The assessment issue was evoked by an arts-based high school that presented the problem: We train our students in and through the arts, their lives get better, they stay off the streets, they consider the possibility of a future, but do their test scores increase? Are there any studies that demonstrate that arts learning increases SAT scores?
Most students in Carl Skluzacek's high school must choose either a vocational or an academic (precollege) curriculum. But Carl wanted both--to prepare for both a good job and a good college. To do this he worked after school as an apprentice on a construction crew that was building a swimming pool at a nearby hotel. Little did he realize how much mathematics he would need for this job:
Numerous studies confirm a sad finding: The most intellectually gifted students in the United States typically have little good to say about their schooling. Gifted children are usually bored and unengaged in school; they tend to be highly critical of their teachers, who they feel know less than they do, and they are often underachievers. In the best-case scenario, teachers recognize a student as gifted but, unable to teach at this level, they let the child learn independently. In the worst-case scenario, teachers fail to recognize a child as gifted and classify the child as unmotivated or even hostile.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)

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