Arts Model Development and Dissemination Grant Program
GPRA Data for 2012
The Arts in Education Model Development and Dissemination (AEMDD) program is designed to develop models that effectively strengthen and integrate arts in elementary and middle schools’ core academic curricula. Between 2008 and 2010, the U.S. Department of Education awarded 52 AEMDD grants – 15 in 2008, four in 2009, and 33 in 2010.
One of objectives of the AEMDD program is to improve participating students’ core academic performance, and in particular, performance in reading/language arts and math. This report summarizes student performance in these two areas for the 27 grantees who submitted 2011-12 GPRA data for either reading/language arts or math (Table 1). A list of the 27 grantees that submitted data is included as Appendix A.
Table 1. Summary of Student Performance on 2011-12 GPRATotal Students Tested / # at and above Basic / Percent at and above basic / Treatment minus Comparison / Treatment minus Comparison/Comparison
Math (n=41,596)
Treatment / 17,004 / 11,668 / 69% / 6% / 10%
Comparison / 24,592 / 15,529 / 63%
Language Arts (n=42,716)
Treatment / 17,511 / 10,388 / 59% / 8% / 16%
Comparison / 25,205 / 12,944 / 51%
A total of 24 grantees submitted data on student performance in math. These grantees submitted data for 41,596 students. As shown in Table 1, 69% of students in the treatment group (a total of 17,004 students) achieved proficiency on their state standardized test, while 63% of students in the comparison group (a total of 24,592 students) achieved proficiency. This represents a six point difference in percentages, favoring the students who participated in the AEMDD-funded program (treatment group). This difference means that 10% more students participating in the AEMDD-funded program achieved the goal of proficiency in math than comparison students.
A total of 24 grantees submitted data on student performance in reading. These grantees submitted data for 42,716 students. Fifty-nine percent of the students in AEMDD programs (a total of 17,511 students) achieved proficiency on their state standardized reading assessment, while 51% of the students in the comparison groups (a total of 25,205 students) achieved proficiency. This represents an eight point difference in percentages, favoring the students who participated in the AEMDD-funded program (treatment group). This difference means that the 18% more students participating in the AEMDD-funded program achieved the goal of proficiency in reading/language arts than comparison students (Table 1).