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• W2026040144 abstract "E very year across the Utiited States, thousands of youtig adults go to college with specific interests and ambitions. At first, admissions and financial aid are the overwhelming concerns; placement tests to assess their academic readiness are close behind. For many prospective students, access to higher education means getting in, getting the funding to pay for it, and getting through the core requirements. Students understand this effort as preparation for finally getting to do what they here for. Their interests are begun early in life, nurtured in elementary education, and inflamed in high school when ambition burns most brightly. Once postsecondary life begins, these hopes, dreams, and expectations are not left behind with friends, families, or the musical theater club. The development of interests and ambitions are two undeniable effects of successful pre-K-12 education. Students' interests in and access to disciplinary study in the arts have increased dramatically over the past fifteen years (Carey et al. 1995; Carey et al. 2002). This is due in large part to steady growth in K-12 arts programming during the 1990s, when policymakers came to view arts instruction as part of an effective response to concerns about the quality of America's schools (Gardner 1991). Arts programs have been shown to increase academic performance, reduce absenteeism, develop thinking and social skills, improve selfesteem, and make important connections to the world outside of school (Fiske 1999; Longley 1999). The arts are essential to the healthy cultural life that is vital to a democratic society (Barber 1996; National Endowment for the Arts 1988). In the Goals 2000: Educate America Act of 1994, the United States Congress reaffirmed the value of arts education, putting the arts into the core K-12 curriculum and devising national standards for art, dance, music, and theater (Consortium of National Arts Education Associations 1994). This legislation marked a significant new commitment: a growing resolve among educators and policymakers to assure the place of arts education in the nation's schools (Persky, Sandene, and Askew 1998). A notable outcome of invigorated K-12 arts education has been a rapid rise in the number of college students majoring in visual and performing arts programs. As the number of students attending college increased from approximately 12.7 million in 1989 to 16.5 million in 1999, the number of students majoring in the arts has kept apace, increasing from 393,700 to 643,500 majors.' The number of bachelor's degrees awarded in the visual and performing arts increased 45 percent from 1990-2001.2 University administrators have taken notice. In the University of California (UC) system, for example, overall arts enrollments are growing at a rate significantly faster than the total growth in university population; on some UC campuses the call for additional faculty and facilities is reaching a crescendo (Rappaport 2003). Today, American students demand for arts instruction clashes with the economic realities of postsecondary education. The access to arts that students expect— availability of disciplinary knowledge, hands-on experiences, and faculty expertise—is often limited by course cutbacks, the quality and diversity of departments, and reductions in full-time instructional faculty and staff. Ironically, the root of this harsh reality was seeded during the same era that saw explosive growth in K-12 arts education. College costs escalated and universities downsized throughout the 1990s. Many commentators saw support for arts education beyond high school eroding as institutions responded to market pressures (Breneman 1994; Gardner 1999). Arts faculty in higher education watched jobs stagnate or disappear as questions multiplied about the quality of undergraduate education (Huber 1992), what was being taught (Bloom 1987; Boyer Commission" @default.
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• W2026040144 date "2006-07-01" @default.
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• W2026040144 title "Access to Arts Beyond High School: Issues of Demand and Availability in American Higher Education" @default.
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• W2026040144 doi "https://doi.org/10.3200/aepr.107.6.11-16" @default.
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