The New England Comprehensive Center (NECC) is one of 16 regional comprehensive centers that are federally funded to implement the mandates of the No Child Left Behind Act (NCLB). The NECC engages state education leaders in using research and best practice to meet the goals of NCLB. Our purpose is to design and deliver technical assistance services that meet education leaders’ priority needs, further the key initiatives of the U.S. Department of Education, and have the greatest potential for building states’ capacities to help districts and schools improve.
EDC will investigate whether learning in the visual arts, a discipline in which students continually practice visualization, leads to improvements in geometric reasoning.
This study will compare high school students with and without extensive exposure to the visual arts. Assessments will be given at the start of the study (as a baseline) and then after the first and second years of the study.
EDC will evaluate Adobe Systems Incorporated’s new signature initiative, Adobe Youth Voices (AYV), an international youth media making effort. Adobe and their program partners are training educators in five cities to lead youth media projects. The evaluation team will coordinate on-going evaluation to document the successes and challenges in implementing the initiative; and measure AYF effectiveness in meeting intended outcomes for teachers and students.
EDC is working with ConnectEd: The California Center for College and Careers, with support from The James Irvine Foundation, to develop a curriculum for career sector academies in California public high schools. This project focuses on the arts, media, and entertainment (AME) sector.
EDC is working closely with practitioners, higher education, and California schools to:
Develop two foundations courses: Visual Arts and Media and Digital Design.
Model integrated units in mathematics, social studies, science, and English/language arts.
dot-EDU was an information and communication technology (ICT) intervention mechanism for USAID Missions seeking to improve education systems in their respective countries. dot-EDU sought to assist developing countries in strengthening learning systems that improve quality, expand access, and enhance equity through carefully planned applications of digital and broadcast technologies. The dot-EDU mission had two foci. First, dot-EDU provided training and technical assistance to support USAID Missions in developing and implementing technology-assisted applications.
The Lorain City Schools teamed up with EDC to establish six magnet school programs that integrated arts into seven of the city’s middle and elementary school classrooms and new labs.
In 2001, federal regulations called on school districts
to meet the new demands of standardized testing. As a result, arts
program after arts program was cut until there were hardly any left.
And so it went for hundreds of schools across the nation.
Then, one year ago, one Ohio school district changed its tune.
Young people from 85 countries submitted more than 1,500 photos to “Shoot Nations 2007,” a global competition to encourage youth to express themselves through photography and drawing. The winning photos included one taken by a team of students gathered by EDC in the Philippines, a group dubbed “power users” for their intensive long-term use of information and communication technologies.
Building on young people’s natural creativity and interconnectedness, Adobe Systems Incorporated has launched a five-year, $10 million program to encourage young people to use multimedia tools, such as film, digital art, and animation, to comment on their world and take an active role in their communities.
According to a growing body of research, art class may be a boon to top performance on standardized tests, rather
than an expendable “extra.” With
arts education, student performance in such core academic subjects as mathematics and science has risen, with students from lower socio-economic backgrounds often making the biggest gains.
Music, art, and drama may not be “extras” after all. A growing body of research suggests that schools that have cut back on these classes in their quest for high performance on standardized tests may do better to reinstate them. Quality arts education bolsters rather than detracts from student performance in core academic subjects like mathematics and science, with students from lower socio-economic backgrounds making the biggest gains, according to numerous studies.
Elementary schools in Conway and Manchester, New Hampshire and in Warwick, Rhode Island have been selected to implement SmART Schools, a program that supports making the arts a core academic subject in the school curriculum and strengthens the use of high-quality arts in other academic subjects. SmART Schools, based at Education Development Center, instruction in Newton, Mass., has garnered nationwide attention for its results in improving academic performance by expanding classroom focus on the arts.
Imagine you’ve been asked to improvise dialogue for a person in this photograph from the Civil War. Which character would you choose? How would you portray him or her? What can you infer from his or her posture and facial expression?