Thomas, Singh, and Klopfenstein (2015) used survival analysis and longitudinal administrative data from Texas to track approximately 175,000 first-time 9th graders to prove that arts are highly significant in education reform.
The study conducted by the authors supports previous literature that advocates a belief that students benefit from art education. The article discusses how at-risk students’ academic achievement is positively impacted by quality art courses. Art, according to the authors, at risk students are engaged in art in ways in which they are not engaged in other subjects and can aid in preventing students from dropping out of school.
In addition, participation in the arts fosters student attachment to a group and forges connections between students and school, and it encourages persistence by giving students a safe place to learn from their mistakes and failures in ways that may be unavailable in other subjects. The article contains the data used in the study as well as its findings followed by recommendations. The authors suggest that interested stakeholders such as the National Education Association (NEA) conduct further studies on the benefits of the arts on the academic achievement of at-risk students using an experimental or quasi-experimental research design.