|10 Principles to Create a Promising Youth Arts Program||230||<p>
<span class="first-letter">W</span>hat makes a youth arts program effective? There are hundreds of arts programs in the U.S. Some engage young people in ways that lead to a lifetime commitment to the arts. Others fall rather flat, failing to inspire much more than fleeting curiosity.<br><br> Is there a way to tell the former from the latter? Is there a formula that allows parents, practitioners and policymakers to distinguish a promising program from a dud?<br><br> It turns out there is.<br><br> Researchers Denise Montgomery, Peter Rogovin and Neromanie Persaud combed through literature, interviewed experts, studied exemplary arts organizations, talked to hundreds of young people and their parents and uncovered 10 principles the best arts programs appear to share. According to their report,
<a href="/knowledge-center/Pages/Something-to-Say-Success-Principles-for-Afterschool-Arts-Programs.aspx"><em>Something to Say: Success Principles for Afterschool Arts Programs from Urban Youth and Other Experts</em></a>, the best youth arts programs have:</p><ol><li>Professional, practicing artists as teachers</li><li>Executive directors that have a deep, public commitment to the arts</li><li>Dedicated, inspiring and welcoming spaces in which young people can practice their arts</li><li>A culture of high expectations for youth</li><li>Prominent public events that showcase the art participants create</li><li>Positive relationships among the youth and adults involved in the program</li><li>Meaningful leadership roles for young people</li><li>Hands-on experiences for youth with current equipment and technology</li><li>Strong partnerships with key stakeholders in the community</li><li>A space that is physically and emotionally safe so young people can learn, experiment and thrive</li></ol><p>The researchers derived these principles partly by observing small, specialized programs. Would it be possible, we wondered, for a large, national organization to combine these principles with its countrywide infrastructure to provide high-quality arts education to much larger numbers of urban youth?<br><br> We have been working since 2014 with the Boys & Girls Clubs of America (BGCA) in our
<a href="/how-we-work/our-work/Pages/Arts-Education-Initiative.aspx">Youth Arts Initiative</a> to find out. Six BGCA clubhouses in the Midwest have so far shown that it is in fact possible for a large, generalist organization to adopt the 10 principles, according to a report about the first phase of the initiative. In the next phase, six additional clubhouses will introduce similar programs, but will share resources to reduce costs and increase efficiency.
<br><br> We’ll be studying their efforts through 2020 and reporting back frequently here. Stay tuned to see how they fare.</p><div><div> </div> </div>||A study of literature, expert opinion, successful programs and youth preferences point to elements that help arts programs succeed||GP0|#91b78064-2e78-46f0-a504-d519fb4b02e9;L0|#091b78064-2e78-46f0-a504-d519fb4b02e9|Arts education;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#3684430d-1156-47e2-905a-086b771432fd;L0|#03684430d-1156-47e2-905a-086b771432fd|Building audiences for the arts;GP0|#3cd6c206-0bea-4598-8279-ad75a7ce4a02;L0|#03cd6c206-0bea-4598-8279-ad75a7ce4a02|literature review;GP0|#cc748b5d-8f6b-44e2-b12a-3ab317f145d9;L0|#0cc748b5d-8f6b-44e2-b12a-3ab317f145d9|Boys and Girls Club;GP0|#1aa0d0d6-f4e7-4b62-81d0-664a301459d1;L0|#01aa0d0d6-f4e7-4b62-81d0-664a301459d1|youth arts||GP0|#d2020f9f-c87c-4828-b93b-572786ae94a8;L0|#0d2020f9f-c87c-4828-b93b-572786ae94a8|Arts Education;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||Wallace editorial team||79||<img alt="" src="/News-and-Media/Blog/PublishingImages/blog-intro-series-arts-ed-lg-feature.jpg" style="BORDER:0px solid;" />||2017-09-21T04:00:00Z||A study of literature, expert opinion, successful programs and youth preferences point to elements that help arts programs succeed||9/22/2017 3:57:22 PM||37||http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|
|After-School Systems Help Bolster Student Learning and Enrichment||236||<p><span class="first-letter">“P</span>roof of principle.” It’s a clinical-sounding phrase derived from the search for new medications. </p><p>But oh, what excitement it generated here at Wallace when we first read it in print in 2010, because the phrase also means that something has shown promise and warrants further development. There it was, on pg. 74 of a RAND Corp. report, <a href="/knowledge-center/Pages/Hours-of-Opportunity-Volumes-I-II-III.aspx"><em>Hours of Opportunity</em>, </a>which examined Wallace-supported afterschool program efforts in five cities. For years, organizations in those communities—Boston; Chicago; New York City; Providence, R.I.; and Washington, D.C.—had been working to see if a then-novel concept was possible. </p><p>The idea? To have the major groups involved in afterschool programs—parks, libraries, schools, recreation programs, government agencies and others—collaborate to build a coherent system of high-quality afterschool programming, especially for the neediest children and teens. </p><p>The cities had embarked on this effort in the early 2000s, not knowing whether afterschool coordination on a wide scale and involving numerous players was possible. But apparently, the after-school systems idea had something to it. “This initiative provided a proof of principle—that organizations across cities could work together toward increasing access, quality, data-based decision-making, and sustainability,” RAND concluded. </p><p>In other words, the cities had demonstrated the feasibility of launching afterschool systems with the potential to improve programs and make them more readily available. Ultimately, that meant kids might have a better shot at filling their spare time with enrichment and learning, rather than risk. </p><p>Hours helped guide what we called our next-generation afterschool effort, in which nine other cities with system work underway received support to boost their efforts, especially in the collection and analysis of data. That work, in turn, gave rise to several other notable reports. One, an updated Wallace Perspective called <a href="/knowledge-center/Pages/Growing-Together-Learning-Together.aspx"><em>Growing Together, Learning Together,</em> </a>found that building strong afterschool systems required four key elements: leadership from all the major players, a coordinating entity, use of data and efforts to bolster program quality.  </p><p>By 2013, we had some reason to believe that system-building was more than a flash in the pan. A Wallace-commissioned scan found that at least 77 of the nation’s 275 largest cities were endeavoring to build afterschool systems. </p><p>What’s the latest figure? The answer will have to wait for another study. </p>||Organizations band together to create a powerful network of afterschool programming||GP0|#334315b1-1de0-41f8-a764-1a879d14b96c;L0|#0334315b1-1de0-41f8-a764-1a879d14b96c|Boston;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#db7c10d1-8026-4dfe-a739-ef796a47af0e;L0|#0db7c10d1-8026-4dfe-a739-ef796a47af0e|Chicago;GP0|#1e47ea73-4111-4f9a-b3c6-e9c7a99ed23d;L0|#01e47ea73-4111-4f9a-b3c6-e9c7a99ed23d|Providence;GP0|#9b2a2fd9-7e32-4bf1-a71e-71269596c988;L0|#09b2a2fd9-7e32-4bf1-a71e-71269596c988|R.I.;GP0|#d7fa3ad1-e494-4915-ba9a-31c6e92c882d;L0|#0d7fa3ad1-e494-4915-ba9a-31c6e92c882d|Washington, D.C.;GP0|#4838d563-77b4-44ff-a5c1-d01628309a7e;L0|#04838d563-77b4-44ff-a5c1-d01628309a7e|afterschool systems;GP0|#cad33471-a186-455a-836f-0d0657808f00;L0|#0cad33471-a186-455a-836f-0d0657808f00|research;GP0|#88b77bae-56d6-47d9-922f-54af703d57b5;L0|#088b77bae-56d6-47d9-922f-54af703d57b5|learning;GP0|#91bf67c6-3cc1-4097-9074-16701a50b2ac;L0|#091bf67c6-3cc1-4097-9074-16701a50b2ac|enrichment||GP0|#b804f37e-c5dd-4433-a644-37b51bb2e211;L0|#0b804f37e-c5dd-4433-a644-37b51bb2e211|Afterschool;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||Wallace editorial team||79||<img alt="" src="/News-and-Media/Blog/PublishingImages/blog-intro-series-afterschool-lg-feature.jpg" style="BORDER:0px solid;" />||2017-09-21T04:00:00Z||Organizations band together to create a powerful network of afterschool programming||9/22/2017 5:12:33 PM||32||http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|
|How Principals Can Improve Student Success||237||<p>
<span class="first-letter">T</span>he word “landmark,” used as a modifier rather than a noun, is not one you’ll hear a lot at Wallace.  In fact, we reserve it pretty much for one thing: a slim report with a nondescript cover published in 2004.
<br><br> At the time, we had no idea that
<a href="http://wallacefoundation.org/knowledge-center/Pages/How-Leadership-Influences-Student-Learning.aspx"><em>How Leadership Influences Student Learning</em></a> would go on to become the closest thing that Wallace has to a best-seller—more than 550,000 downloads to date, almost twice the number of our second-most downloaded report.</p><p>What makes <em>How Leadership</em> a landmark, however, is more than its popularity. Written by a team of education researchers from the University of Toronto and the University of Minnesota, the report helped bring to light the importance of an overlooked factor in education—the role of the school principal. In short, it found that leadership is, in the phrase we’ve used innumerable times since the report’s publication, “second only to teaching among school influences on student success.” Moreover, the researchers wrote that there were “virtually no documented instances of troubled schools being turned around without intervention by a powerful leader.”</p><p> All this from an 87-page literature review.</p><p> Over the years, the report has served as the bedrock rationale for Wallace’s work in education. Since 2004, the foundation has invested in an array of initiatives aimed at providing excellent principals for public schools, especially those serving the least advantaged students. Wallace spending on those efforts amounted to roughly $290 million from 2006 to 2015.</p><p>In the wake of <em>How Leadership</em> are numerous other important Wallace-commissioned education studies, most recently a series documenting the implementation of our Principal Pipeline Initiative, in which six large school districts set out to introduce rigorous hiring, training, evaluation and other procedures to create a large corps of effective school leaders. The culminating report in that series,
<a href="/knowledge-center/Pages/Building-a-Stronger-Principalship.aspx"><em>Building a Stronger Principalship</em></a>, published in 2016, suggested that it is indeed possible for districts to do this work—to shape the kind of school leadership, that is, which
<em>How Leadership</em> tells us is so important to the education of our nation’s children.</p>||Our education leadership work offers a rationale and roadmap for supporting effective principals||GP0|#3fabc3e0-eead-49a5-9e92-99d8217d8607;L0|#03fabc3e0-eead-49a5-9e92-99d8217d8607|principals;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#4f1da6c6-7e7a-4377-a2ff-ee40af8043fc;L0|#04f1da6c6-7e7a-4377-a2ff-ee40af8043fc|school leadership;GP0|#3c236eec-afa6-4172-9b42-36a57befc9fe;L0|#03c236eec-afa6-4172-9b42-36a57befc9fe|principal pipeline;GP0|#b1812aa0-5ef7-401c-bf70-b003141464da;L0|#0b1812aa0-5ef7-401c-bf70-b003141464da|student success||GP0|#8056f3bc-89c1-4297-814a-3e71542163be;L0|#08056f3bc-89c1-4297-814a-3e71542163be|Building Audiences for the Arts;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||Wallace editorial team||79||<img alt="" src="/News-and-Media/Blog/PublishingImages/blog-intro-series-ed-leadership-lg-feature.jpg" style="BORDER:0px solid;" />||2017-09-21T04:00:00Z||Your source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.||9/22/2017 6:04:01 PM||29||http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|
|Making a Case for Investment in the Arts||239||<p><span class="first-letter">S</span>upport for the arts was once a prosaic topic in America’s national discourse. Politicians, educators and policymakers generally agreed that the arts are an essential source of personal enrichment worthy of institutional investment.
<br> That consensus began to unravel in 1970s and 80s, however. “Culture wars” and fiscal austerity saw once-cherished programs, including those related to the arts and arts education, slashed from government budgets. It was no longer enough for arts advocates to point to the
<em>intrinsic</em> benefits of the arts—the personal joy and enrichment people draw from the arts. They increasingly turned to arguments based on
<em>instrumental</em> benefits—the effect of the arts on quantifiable societal indicators such as economic growth and student test scores.<br><br> Despite this change in focus, arts funding has continued to decline. Recent years have seen
<a href="http://www.npr.org/2017/03/16/520401246/trumps-budget-plan-cuts-funding-for-arts-humanities-and-public-media">proposals to eliminate federal funding to the National Endowment for the Arts</a> and deep cuts to arts education in high-poverty schools in cities such as
<a href="http://chicago.suntimes.com/news/layoffs-could-derail-cps-progress-on-arts-education/">Chicago</a> and
<br><br>Researchers from the RAND Corporation offer an alternative argument that may help build the case for arts funding in
<em>Gifts of the Muse: Reframing the Debate About the Benefits of the Arts</em></a>. The study’s authors scoured through decades of literature and found shortcomings in these arguments that focus on instrumental benefits, including some shaky research methods, vague connections between causes and effects and a failure to account for the opportunity costs of investments in the arts. Further, the authors suggest, a focus on instrumental benefits limits the debate to the supply of the arts. By ignoring the intrinsic benefits that compel people to build lasting relationships with the arts, arts advocates may fail to make a case for the essential job of stimulating demand for that supply. </p>
<img alt="blog-intro-series-arts-audience-lg-framework-understanding-arts-ch.jpg" src="/News-and-Media/Blog/PublishingImages/Pages/Making-a-Case-for-Investment-in-the-Arts-blog-post/blog-intro-series-arts-audience-lg-framework-understanding-arts-ch.jpg" style="margin:5px;width:783px;" />
<br> The authors offer a number of ideas to bring more nuance and greater clarity to the debate about the arts:
<p> </p><ol><li>Advocates and policymakers must look beyond one-dimensional discussions that weigh intrinsic against instrumental benefits. They must also consider
<em>public</em> intrinsic benefits of shared artworks, such as their ability to unite people around particular causes, ideas or emotions.</li><li>Arts advocates must develop a clear, common language to discuss intrinsic benefits, which can often be hard to elucidate.</li><li>Increased research is necessary to better understand the benefits of the arts. The flaws in existing literature about instrumental benefits must be addressed and intrinsic benefits must be better understood.</li><li>Schools and community organizations need greater investment to help them expose children to the arts. Lasting relationships with the arts must begin early, researchers suggest; children who develop interest in the arts are more likely to seek them out—and hence derive benefits from them—as adults.</li></ol><p>At Wallace, we’ve been working to help address some of these recommendations. In 2014, we launched the
<a href="/how-we-work/our-work/Pages/Arts-Education-Initiative.aspx">Youth Arts Initiative</a>, a multi-year effort to help the Boys & Girls Clubs of America develop strategies to offer a high-quality arts education to urban youth. An interim evaluation of the initiative has shown that it is possible for clubs to put in place the basic elements of such an education; we are now working with Boys & Girls Clubs to devise ways in which they can do so affordably and sustainably.
<br> We also support arts organizations as they work to build audiences so more people can experience the intrinsic benefits of the arts. Our latest focus in this area is the
<a href="/how-we-work/our-work/Pages/Building-Audiences-for-the-Arts.aspx">Building Audiences for Sustainability Initiative</a>, a six-year effort to determine whether 25 arts organizations can broaden, deepen or diversify their audiences in ways that also contribute to their financial health. The initiative builds on the Wallace Excellence Awards, a previous effort that produced two practical guides to help build audiences:
<em>The Road to Results: Effective Practices for Building Arts Audiences</em></a>, and
<em>Taking Out the Guesswork: A Guide to Using Research to Build Arts Audiences</em></a>.<br><br> We don’t yet know if these efforts will succeed. But if they do, we hope they will offer models to help youth-serving organizations introduce young people to the arts and established arts organizations nurture such interest so the arts, and their intrinsic benefits, can thrive.</p>||Arts advocates must look beyond the socio-economic benefits of the arts, says the RAND Corporation||GP0|#91b78064-2e78-46f0-a504-d519fb4b02e9;L0|#091b78064-2e78-46f0-a504-d519fb4b02e9|Arts education;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#3684430d-1156-47e2-905a-086b771432fd;L0|#03684430d-1156-47e2-905a-086b771432fd|Building audiences for the arts;GP0|#cad33471-a186-455a-836f-0d0657808f00;L0|#0cad33471-a186-455a-836f-0d0657808f00|research;GP0|#3cd6c206-0bea-4598-8279-ad75a7ce4a02;L0|#03cd6c206-0bea-4598-8279-ad75a7ce4a02|literature review||GP0|#8056f3bc-89c1-4297-814a-3e71542163be;L0|#08056f3bc-89c1-4297-814a-3e71542163be|Building Audiences for the Arts;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||Wallace editorial team||79||<img alt="" src="/News-and-Media/Blog/PublishingImages/blog-intro-series-arts-audience-lg-feature.jpg" style="BORDER:0px solid;" />||2017-09-21T04:00:00Z||Your source for research and ideas to expand high quality learning and enrichment opportunities. Supporting: School Leadership, After School, Summer and Extended Learning Time, Arts Education and Building Audiences for the Arts.||9/22/2017 4:05:18 PM||41||http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|
|Interest in Social and Emotional Learning Heats Up||240||<p><span class="first-letter">H</span>eadline: Interest in Social and Emotional Learning Heats Up Subhed: Wallace Foundation products help inform the emerging field of social and emotional learning, focusing on what we know about SEL programs and practices Tags: schools, OST, afterschool, summer, SEL, social and emotional skills, student success Category: social and emotional learning Photos/Visuals: Would like to see a good photo of kids; possibly one of the SEL charges from “Navigating…” Author: Wallace editorial team There is growing consensus among educators that children must develop skills beyond academics to succeed in the classroom and in life. Often grouped under the term “social and emotional learning,” (SEL), these skills, when nurtured and developed, can help kids manage their emotions, build positive relationships, and navigate social situations, among other things. </p><p>As the field of social and emotional learning continues to build momentum, our work at Wallace has begun to focus on helping teachers, afterschool educators and others define what SEL skills are, why they matter, and how practitioners can incorporate them into their programs. Late in 2016, we gleaned a sense of the curiosity on this topic when we held a webinar with insights from the field collected by Edge Research. The researchers found that practitioners and policymakers were familiar with the term social and emotional learning and that educators in both K-12 schools and out-of-school-time (OST) programs considered building SEL skills a priority. A Nearly 750 people logged into the webinar at the time, and since then it has been downloaded more than 1,500 times from our website. </p><p>Still nothing prepared us for the keen interest in what’s become our runaway hit:
<em>Navigating Social and Emotional Learning from the Inside Out</em></a>. This in-depth guide to 25 evidence-based programs—aimed at elementary schools and OST providers—seeks to help practitioners make informed choices about their SEL programs. Using the guide, practitioners can compare curricula, program features and methods across top SEL programs, based upon their own needs. Users can also see how programs can be adapted from schools to out-of-school-time settings, such as afterschool and summer programs. </p><p>The apparent need for what is, in effect, the first consumer guide to SEL cannot be overstated: In just several months the 349-page publication has been downloaded almost 10,000 times from our website, and practitioners have been sharing it widely across social media. The guide was written by noted SEL expert Stephanie Jones at Harvard. Complementing the SEL guide is a special edition of
<a href="/knowledge-center/Pages/The-Future-of-Children-Social-and-Emotional-Learning.aspx">The Future of Children</a>, a compilation of articles showing that SEL skills are essential for kids and that teachers and OST staff need professional development to help children develop them. Multiple authors, all preeminent voices in the field, urge a greater focus on outcomes at the classroom level and age-appropriate interventions. They also begin to wrestle with the complicated question of how to measure SEL skill development. </p><p>Taken together, these products have produced a foundational cannon for social and emotional learning. We have more publications currently in the works to keep up with new insights and knowledge in this ever-growing field. </p>||Wallace Foundation products help inform the emerging field of social and emotional learning, focusing on what we know about SEL programs and practices||GP0|#b9334c26-a923-4388-bc0a-e17897e654f7;L0|#0b9334c26-a923-4388-bc0a-e17897e654f7|schools;GTSet|#e1be52fb-ad26-4379-9818-fd44f616dcf2;GP0|#d757acf5-471b-4382-96fe-4be19717ddbd;L0|#0d757acf5-471b-4382-96fe-4be19717ddbd|OST;GP0|#a494c0bb-aee6-4c93-9e3a-c4141e38023f;L0|#0a494c0bb-aee6-4c93-9e3a-c4141e38023f|afterschool;GP0|#507166ce-121b-4ec6-97dc-339d45606921;L0|#0507166ce-121b-4ec6-97dc-339d45606921|summer;GP0|#b30ec468-8df4-44a4-8b93-5bb0225193fc;L0|#0b30ec468-8df4-44a4-8b93-5bb0225193fc|SEL;GP0|#47c792db-3cf3-4f3e-8593-0937a937f387;L0|#047c792db-3cf3-4f3e-8593-0937a937f387|social and emotional skills;GP0|#b1812aa0-5ef7-401c-bf70-b003141464da;L0|#0b1812aa0-5ef7-401c-bf70-b003141464da|student success||GP0|#890cbc1f-f78a-45e7-9bf2-a5986c564667;L0|#0890cbc1f-f78a-45e7-9bf2-a5986c564667|Social and Emotional Learning;GTSet|#a1e8653d-64cb-48e0-8015-b5826f8c5b61||Wallace editorial team||79||<img alt="" src="/News-and-Media/Blog/PublishingImages/blog-intro-series-SEL-lg-feature.jpg" style="BORDER:0px solid;" />||2017-09-21T04:00:00Z||Wallace Foundation products help inform the emerging field of social and emotional learning, focusing on what we know about SEL programs and practices||9/22/2017 4:15:19 PM||24||http://www.wallacefoundation.org/News-and-Media/Blog/Pages/Forms/AllItems.aspx||html||False||aspx|