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ArtsEdSearch is an online clearinghouse that collects and summarizes high quality research studies on the impacts of arts education and analyzes their implications for educational policy and practice.

ArtsEdSearch is a project of the Arts Education Partnership (AEP), and builds on Critical Links: Learning in the Arts and Student Academic and Social Development, a compendium of research that AEP published in 2002 exploring the impact of arts education on student success in school, life, and work. AEP has developed ArtsEdSearch as a resource for policymakers and education stakeholders and leaders to better understand and articulate the role that arts education can play in preparing students to succeed in the changing contexts of the 21st Century.

ArtsEdSearch currently includes summaries of over 200 research studies, syntheses of the major findings of these studies, and implications of the collected research for educational policy.

ArtsEdSearch focuses on research examining how education in the arts--in both discrete arts classes and integrated arts lessons--affects students' cognitive, personal, social and civic development, as well as how the integration of the arts into the school curriculum affects educators' instructional practice and engagement in the teaching profession.

ArtsEdSearch does not include research studies about how to teach the arts well or about how to assess student content knowledge and technical skill in the arts. These topics are of great importance to ensuring that students receive a high quality arts education and are the subject of other clearinghouses devoted to research on teaching and learning within particular arts disciplines.

This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey administered as a supplement to the August 2002 basic CPS questionnaire. The supplement, on the topic of public participation in the arts in the United States, was sponsored by the National Endowment for the Arts.

The CPS, administered monthly, collects labor force data about the civilian noninstitutional population aged 15 years old or older living in the United States. Moreover, the CPS provides current estimates of the economic status and activities of this population which includes estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment. The basic CPS data are provided on labor force activity for the week prior to the survey.

The Public Participation in the Arts questions were asked of all persons in month-in-samples four and eight who were 18 years of age or older, as applicable. The CPS instrument determined who was eligible for the Public Participation in the Arts supplement through the use of check items that referred to basic CPS items for age and month-in-sample. Proxy responses were allowed if attempts for a self-response were unsuccessful. The supplement contained questions about the household member's participation in various artistic activities from August 1, 2001 to August 1, 2002. It asked about the type of artistic activity, the frequency of participation, training and exposure, musical and artistic preferences, length of travel for trips to artistic events, school-age socialization, and computer usage related to artistic information.

Demographic data collected include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income.

This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey administered as a supplement to the May 2008 basic CPS questionnaire. The supplement, on the topic of public participation in the arts in the United States, was sponsored by the National Endowment for the Arts.

The CPS, administered monthly, collects labor force data about the civilian noninstitutional population aged 15 years old or older living in the United States. Moreover, the CPS provides current estimates of the economic status and activities of this population which includes estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment. The basic CPS data are provided on labor force activity for the week prior to the survey.

In addition to the basic CPS questions, interviewers asked supplementary questions on public participation in the arts of two randomly selected household members aged 18 or older from about one-fourth of the sampled CPS households. If the selected person had a spouse or partner, then questions were also asked of their spouse/partner. The supplement contained questions about the sampled member's participation in various artistic activities from May 1, 2007, to May 1, 2008.

Questions were asked about the type of artistic activity, the frequency of participation, training and exposure, musical and artistic preferences, school-age socialization, and computer usage related to artistic information. These topics were separated into a core set of questions and four modules (each module was administered to only a portion of the sampled cases):

• Module A -- Reading and Music Preference
• Module B -- Participation Via Internet and Other Media
• Module C -- Leisure Activities
• Module D -- Arts Learning

Demographic data collected include age, sex, race, Hispanic origin, marital status, veteran status, educational attainment, occupation, and income.

This study contains data on child-rearing practices of mothers of children aged 18 and younger. The study was a combination of two studies: CHILD REARING PATTERNS AMONG URBAN FAMILIES by Daniel Miller and Guy Swanson, and ATTITUDES AND PERCEPTIONS OF CONSENSUS OF GROUP MEMBERS by Theodore Newcomb. Respondents were asked about their children's habits, toilet training, and bottle- and breast-feeding patterns. Respondents were also asked about their child-rearing practices, attitudes about children, views of child-appropriate and sex-appropriate tasks, handling of difficult situations with their children, and use of leisure time. Other questions explored respondents' political interests, social life, and friends. They were asked if they voted for Adlai Stevenson or Dwight Eisenhower in the last American presidential election and why. The respondents were questioned about their three best friends to determine how frequently they visited with them, how often they discussed the election with them, whom they voted for and what kind of jobs their husbands held. Demographic variables specify age, sex, race, education, place of birth, length of residence in the Detroit area, home ownership, length of time at present residence, marital status, number of children, original nationality of husband's family, income, occupation, religious preferences, and class identification.

Parental child-rearing practices and values and factors influencing those practices were the main focus of this Detroit Area Study. Respondents were asked about their involvement with their children and the kind and amount of activities done together, household rules that children were expected to follow and how strictly those rules were enforced, and forms of punishment employed for disobedience such as scolding, grounding, or physical punishment. Parental values were explored by the survey with a variety of items such as the importance to the respondent of being a parent, educational achievement desired for children, the desirability of certain qualities in their children, (e.g., good manners, honesty, sound judgment, responsibility, and being a good student), and whether it was important for their children to have certain skills such as knowing how to swim. Respondents were also queried about their satisfaction with the cleanliness of their homes, the amount of space in the home, the quality of the main meal of the day, and the amount of money available for them to do the things they want to do. Other questions asked by the survey include whether the auto industry would make a comeback, the main reasons the auto industry was in trouble, if the respondent or any of their children had ever gotten into trouble using matches or fire and the consequences of those actions, and whether all important decisions in the life of the family should be made by the man. Background information on individuals includes race, age, sex, household composition, marital status, income, occupation, religious preference, education, and union membership.

City Year is an education and human development organization that partners with schools nationwide to support student success and address the root causes of inequitable educational outcomes. Every year, City Year recruits a diverse group of AmeriCorps members, ages 18-25, to deliver its holistic Whole School Whole Child (WSWC) model. The corps members commit to serving as "Student Success Coaches" in schools full time for one school year. During that time, they provide universal holistic services to all students (Tier 1 services), as well as targeted academic, social and emotional, behavior, and attendance services to students at increased risk of not graduating based on early warning indicators (Tier 2 services).

In 2017, the American Institutes for Research (AIR) and MDRC began a five-year evaluation of WSWC services in 22 middle schools in five large, urban school districts. The evaluation includes two impact studies. The first study explored the implementation and effects of the entire WSWC model (Tier 1 and Tier 2 services) for all students, using a quasi-experimental study design ("Whole School Study"). The second study attempted to isolate the effect of Tier 2 services for students who were identified as being at heightened risk of dropping out of school, using a student-level randomized experiment ("Tier 2 Study").

This data collection features data from the first study.

The Oklahoma School Readiness Reach-by-Risk study builds on the development of the Oklahoma School Readiness Risk Index (SRRI) in 2011 by including data on the scope of early childhood programs in each of the state's 77 counties. This research project seeks to analyze the prevalence of particular socio-demographic indicators of school readiness, as well as promote informed policy funding decisions related to early childhood education. The purpose of this study is to highlight counties where the risk for starting school unprepared to learn is high, yet opportunities for quality early childhood programs and services are low.

Within this study the researchers focused on prekindergarten students (with Hispanic background) who displayed signs of being unprepared to learn by examining two social constructs: risk and reach (identified by early childhood programs). Risk measures were assessed through a risk index comprised of 11 socioeconomic and demographic indicators found by empirical research to increase a child's risk of being unprepared for school.

The Reach measures were created by gathering data from early education programs, the state's universal prekindergarten program, early childhood home visitation programs, and child care services. Early childhood program reach was determined by analyzing the county-level service density of early childhood education and home visitation programs in addition to several aspects of child care services, such as provider quality ratings and enrollment of children with child care subsidies in quality facilities.

This data collection is comprised of responses from two sets of survey questionnaires, the basic Current Population Survey (CPS) and a survey administered as a supplement to the July 2012 basic CPS questionnaire. The supplement, on the topic of public participation in the arts in the United States, was sponsored by the National Endowment for the Arts.

The CPS, administered monthly, collects labor force data about the civilian noninstitutional population aged 15 years old or older living in the United States. Moreover, the CPS provides current estimates of the economic status and activities of this population which includes estimates of total employment (both farm and nonfarm), nonfarm self-employed persons, domestics, and unpaid helpers in nonfarm family enterprises, wage and salaried employees, and estimates of total unemployment. The basic CPS data are provided on labor force activity for the week prior to the survey. In addition, CPS provides respondents' demographic characteristics such as age, sex, race, marital status, educational attainment, family relationship, occupation, and industry.

In addition to the basic CPS questions, interviewers asked supplementary questions on public participation in the arts of two randomly selected household members aged 18 or older from about one-half of the sampled CPS households. Interviews were conducted during the period of July 15-21, 2012. The supplement contained questions about the sampled member's participation in various artistic activities from July 1, 2011 through July 1, 2012. If the selected person had a spouse or partner, then the respondent answered questions on behalf of their spouse/partner. Therefore, the spouse/partner responses are proxies. If a respondent was answering for themselves and on behalf of their spouse or partner, the respondent and spouse/partner questions followed the same path through the instrument. Spouse/partner questions were asked on core participation (Core 1 or Core 2), leisure activities (Module D), and the first four questions of Module A. The total sample size of the 2012 SPPA was 35,735 American adults, ages 18 and over.

The 2012 SPPA included two core components: a questionnaire used in previous years to ask about arts attendance; and a new, experimental module on arts attendance. In addition, the survey included five modules designed to capture other types of arts participation as well as participation in other leisure activities. Respondents were randomly assigned to either of the survey's core questionnaires, and then were randomly assigned to two of the remaining five SPPA modules. Questions were asked about the type of artistic activity, the frequency of participation, training and exposure, musical and artistic preferences, school-age socialization, and computer and device usage related to artistic information. The topics were separated into the five modules (each module was administered to only a portion of the sampled cases):

• Module A: Other Attendance and Music Preferences (reading, film, or sporting event attendance; other live performances; and music listening preferences)
• Module B: Accessing Art through Media (using media for participation in artistic events and frequency of participation in past year)
• Module C: Creating Arts through Media (participation in certain types of other leisure or artistic activities, public artistic performances, and using media to share activities in past year)
• Module D: Creating, Performing, and Other Activities (sport activities, other art activities, and musical performance activities in past year)
• Module E: Arts Learning (art related lessons or classes, respondent age during lessons/classes, location of lessons/classes, respondents' parents' education, and the participation of the respondents' school age children)

This secondary data analysis study combined social disorganization and self-control theories to understand violent victimization among children and adolescents. The study used data from 1,889 youth from the 9, 12, and 15-year-old cohorts of the Longitudinal Cohort Study in the Project on Human Development in Chicago Neighborhoods (PHDCN). The PHDCN was an interdisciplinary study on how the contexts in which children and adolescents reside contribute to their behavior and psychological development.

Data analyzed for this study were from self-reports of children, adolescents, and their primary caregivers during waves 1 and 2 of the longitudinal data collection effort. In addition, neighborhood structural characteristics from the U.S. Census were also analyzed.