1

Ohio Executive Summary Report

Arts Education Data Project State Education Agency Directors of Arts Education

Quadrant Research Ohio Alliance for Arts Education

Ohio Arts Council Ohio Department of Education

October 2018

AcknowledgementsTheArtsEduca.onDataProjectwouldliketoacknowledgeandthankthefollowingcollaboratorsandcontributors:

OhioDepartmentofEduca9onDataTeamPaoloDeMaria,SuperintendentofPublicInstruc.onHeatherBoughton,Director,OfficeofResearch,Evalua.on&AdvancedAnaly.csStephanieSiddens,SeniorExecu.veDirector,CenterforCurriculumandAssessmentBradHauser,Curriculum&AssessmentDataManagerScoLWilson,ConsultantforFineArts

OhioArtsCouncil:DonnaCollins,Execu.veDirector,OhioArtsCouncilAmandaEtchison,Communica.onStrategistTedHaLemer,TechnologyStrategist

OhioAllianceforArtsEduca9onTimKatz,Execu.veDirectorJackieQuay,PresidentJarrodHartzler,PastPresidentMikeCollins,CEO&Director,MichaelCollinsGroup(OAAEconsultant)

ArtsEduca9onDataProjectRobertB.Morrison,ProjectDirector,QuadrantResearchJuliePalkowski,ProjectDirector,StateEduca.onAgencyDirectorsofArtsEduca.onPatrickMcCormick,ChiefDataOfficer,QuadrantResearchWilliamGrout,DatabaseDesignandDashboardIntegra.on,QuadrantResearchAmberYoung,Analyst,QuadrantResearchJeffHasselberger,Editorial,HasselbergerAssociatesDugGillan,GraphicDesign,HasselbergerAssociates

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This project would not have been possible without generous support from:

National Support For the Arts Education Data ProjectTheWilliamandFloraHewleLFounda.on

NAMMFounda.onEduca.onalTheatreAssocia.on

Na.onalAssocia.onforMusicEduca.on

The Ohio Arts Council

About the Arts Education Data Project The Arts Education Data Project is a partnership between the State Education Agency Directors of Arts Education and Quadrant Research. The nationwide project coordinates with participating state departments of education to collect and report arts education data from State Longitudinal Data Systems (SLDS) and other state department of education data sets on an annual basis.

The main partner for the project, Quadrant Research, has been an industry leader in displaying arts education data. They have partnered with the Ohio in the past. In 2010, Quadrant Research and the Ohio Department of Education, Ohio Arts Council and the Ohio Alliance for Arts Education collaborated on the work Arts Education in Ohio Public Schools. This survey described the state of arts education in 2010. The the Ohio longitudinal data system provides the data for the 2018 Ohio Arts Education Data Project.

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Recommended Citation: Morrison, R., 2018. Arts Education Data Project Ohio Executive Summary Report

16 Mount Bethel Road Warren, NJ 07059

© 2018 Quadrant Research

Ohio Executive Summary

About the Data

The Ohio Department of Education captures enrollment by grade level for arts courses delivered at Ohio traditional public and charter schools from schools with grades PreK through12. The source of data comes directly from information submitted by schools through the 2014-15, 2015-16, and 2016-17 data reported by schools via the Education Information Management System (EMIS). The data does not include any arts instruction provided by non-school entities. The data were provided to Quadrant Research for analysis. Each record contained the school, district, course name, teacher, grade level, and student enrollment. Additionally, unique enrollment by discipline and unique total arts enrollment data were provided. The unique enrollment used student-level records to determine unique counts of students within a discipline and across all disciplines to eliminate counting students who would be enrolled in more than one course within a discipline or enrolled in courses across multiple disciplines.

Demographic data is from the Common Core of Data file from the National Center for Education Statistics. Specific data element definitions for Free and Reduced Lunch, Locale Codes, and links to Course Codes and Course Code Descriptions may be found in the Appendix.

2016/2017 School Year

School Configuration

Number of Schools

% of Schools Student Enrollment

% Student Enrollment

Elementary 1,625 48.12% 718,973 42.74%

Middle 449 13.30% 227,854 13.55%

HighSchool 880 26.06% 541,543 32.19%

Other* 423 12.53% 193,769 11.52%

Totals 3,377 100.00% 1,682,139 100.00%

The table above establishes the universe of schools and students referred to throughout the report.

This summary provides a top line view of the data analysis. A companion interactive dashboard may be viewed by going to www.oaae.net, www.oac.ohio.gov, www.education.ohio.gov or www.artseddata.org.

* Other refers to schools with grade-spans outside of the listed configurations (PreK-8, K-12, 7-12) 4

How to View the Data

When reviewing the data contained in both the summary report and through the dashboard it is critical to understand what the federal and state policies or expectations are regarding arts education. This will provide important context in which to view the data.

OVERVIEW OF REQUIREMENTS ASSOCIATED WITH ARTS EDUCATION

The following outlines the legal requirements for local educational agencies related to the development of arts curriculum.

Federal law/regulations:

State law/administrative rules:

GOVERNING LAWS

Title VIII 8002 Definitions/Well Rounded Education

Ohio Revised Code 3313.60; 3310.074; 3319.079; 3313.603 Ohio Administrative Code 3301-35-04(B)(1)

OVERVIEW OF LEGAL REQUIREMENTS

The following is a highlight of relevant provisions:

1. Overview of Federal Requirements.

The federal Every Student Succeeds Act (ESSA) includes the arts alongside math and language arts in its definition of a “well-rounded education,” and ensures that arts education programs and teachers are eligible to receive federal funds through provisions such as Title I, which supports disadvantaged students; Title II, which supports teachers; and Title IV, which supports effective technology use and integration in the arts as well as Student Support and Academic Enrichment Grants designed to support districts and schools. 

Title VIII 8002 Definitions (52) WELL-ROUNDED EDUCATION. “The term ‘well-rounded education’ means courses, activities, and programming in subjects such as English, reading or language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health, physical education, and any other subject, as determined by the State or local educational agency, with the purpose of providing all students access to an enriched curriculum and educational experience.’’

“Well-rounded education” is referenced in other sections of the law, which means that those sections would also apply to the arts and music.

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2. Overview of State Requirements.

ORC Section 3319.074 outlines the professional qualifications of teachers and defines "core subject area" as including reading and English language arts, mathematics, science, foreign language, government, economics, fine arts [emphasis added], history, and geography.

ORC Section 3301.079 of the Ohio Revised Code, describing “Academic standards – model curriculum,” states that the State Board of Education shall adopt standards and model curricula for instruction in fine arts for grades K-12, which shall include: (1) the essential academic content and skills that students are expected to know at each grade level and prepare them for postsecondary and the workplace; (2) the development of skill sets that promote information, media, and technological literacy; (3) interdisciplinary, project-based, real-word learning opportunities; and (4) instill life-long learning by providing essential knowledge and skill based in the liberal art tradition.

ORC Section 3313.60 requires “Prescribed Curriculum” the board of education of each city, exempted village, and local school district and the board of each cooperative education school district to establish curriculum for all schools under its control, and that in any such curriculum, there shall be included the study of the fine arts, including music.

- The Ohio Department of Education considers “fine arts” to include dance, drama/theatre, visualart, in addition to music, as they are subjects critical to students’ success and provides for awell-rounded education.

ORC Section 3313.603outlines the graduation requirement in the arts. Students, with some exceptions, are required to complete two semesters or the equivalent in the arts in any grades

7-12 in order to graduate and may complete elective credits in the arts.

Ohio Administrative Code 3301-35-04(B)(1) outlines the requirements for the local educational agency related to its development of the prescribed curriculum, which includes math, science, social studies, language arts…and (h) the Fine Arts, including Music. The Ohio Core requires two semesters or the equivalent of fine arts for students to graduate, unless the student is enrolled in and completes a course of study in career-technical education. Arts coursework in grades seven or eight also may count for high school credit if it meets certain requirements.

Ohio has detailed fine arts content standards in each of the major arts disciplines which districts/schools may choose to follow. Each arts discipline’s set of standards shares a similar framework and is divided by grade-cluster sections—K-2, 3-4, 6-8 and high school achievement levels.

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Key Findings from the Arts Education Data Project for the 2016/2017 School Year

✤ Most students (98.3%) have access to some form of arts instruction while 93% of students haveaccess to both Music and Visual Art.

✤ Eighty-four percent of all students participated in arts education courses. This represents more than1,413,734 students. Of note, participation rates increase with the percentage of students receivingFree/Reduced Price Lunch (FRPL) in a school.

✤ Participation in Music (82%) and Visual Art (78%) were highest among the four artistic disciplines.Music and Visual Art are also the most widely available of the arts disciplines.

✤ There were 28,258 students, or 1.7%, who did not have access to any arts instruction. Between 2016and 2017 there has been a 35% improvement (reduction) in the number students without access toarts instruction.

✤ The proportion of students without access to any arts courses was greatest in schools where morethan 75% of students receive Free/Reduced Price Lunch when compared to the distribution of thetotal student enrollment. This is the only category of FRPL where the percentage of “no arts” studentsexceed the distribution of the student population.

✤ The following chart highlights where participation in arts education is highest and lowest based onspecific characteristics:

✤ Student access to both Music and Visual Art is lowest in schools where more than 75% of studentsreceive Free/Reduced Price Lunch.

✤ Access to Music programs is slightly lower for students in schools where more than 75% of studentsreceive Free/Reduced Price Lunch.

✤ Student participation varies greatly between traditional public schools and community schools. Intraditional public schools, 86% of students are enrolled in the arts as compared to 60% for Charterschools.

✤ The overall student-to-arts-teacher ratio is 217 to 1. For Visual Art the ratio is 412:1; for Dance it is762:1; for Music it is 427:1; and Theatre it is 933:1.

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Highest Arts Participation Rates Lowest Arts Participation Rates

High Poverty (Free Lunch Students >75%) Low Poverty (Free Lunch Students < 25%)

Town Schools (Locale Designation) City Schools (Locale Designation)

Traditional Public Schools Charter Schools

Elementary Schools High Schools

SUMMARY Overall Access to Any Arts Instruction “Access” is the lowest threshold measure for arts education. It is used to determine if a school offers at least one arts discipline with any student enrollment. This only indicates presence of program, not breadth, and is used primarily to determine where schools may be operating without arts instruction. In 2017, 98.3% of the 1,653,543 students had access to one or more arts discipline in schools. This represents 97% of schools offering at least one art form. There were 28,528 students, or 1.7%, who did not have access to any arts instruction. Between 2016 and 2017 there has been a 37% decline (improvement) in the number students without access to arts instruction.

Overall Access to both Music and Art In 2017, 93% of students had access to both Music and Visual Art in schools. This represents 89% of schools offering both Music and Visual Art. There were 117,750 students who did not have access to both Music and Visual Art.

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1.7%

98.3%

Access to Arts No Access

3%

97%

% of Students % of Schools

7%

93%

Access to Music/Art No Access

11%

89%

% of Students % of Schools

Access to Music and Visual Art by Free/Reduced Price Lunch Student access to both Music and Visual Art does not change significantly based on the percentage of students eligible for Free and Reduced Price Lunch (FRPL). Access to at least one arts course and access to both Music and Visual Art is comparable across all categories (with the lowest level of access in the lowest FRPL category).

Overall Participation Course enrollment data reveals 84% of all students (1,413,734 students) were enrolled in at least one arts discipline in 2017. Out of the total student population, 82% participated in Music, followed by 78% in Visual Art, 1% in Theatre, and less than 0.5% in Dance.

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% Student Participation

16%

84%

Participation No Participation

% of Student Participation by Discipline

0%

25%

50%

75%

100%

Art Music Theater Dance

0.5%1%

82%78%

% Students Access Music/Art by FRPL

0%

25%

50%

75%

100%

1-25% 25-50% 51-75% 76%+

95%95%94%88%

Highest Participation by Variable Arts participation is highest for students attending elementary schools (98%), schools in the locale designation of “city-small” (87%), traditional (non-charter) public schools (86%) and schools where 75% or more students were eligible for free/reduced price lunch (93%).

Lowest Participation by Variable Arts participation was at the lowest levels for students attending schools designated as high schools (63%), students in school locale designation of “Town-Remote” (78%), community (60%), and schools where less than 25% of students are eligible for free/reduced price lunch (75%).

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% Student Arts Enrollment

0%

20%

40%

60%

80%

100%

Elemen

tary S

choo

ls

Loca

le: Sub

urb-Small

Trad.

Public

Schoo

ls

FRLP 75

+%

93%86%88%98%

% Student Arts Enrollment

0%

20%

40%

60%

80%

100%

High Sch

ool

Loca

le: To

wn-Rem

ote

Commun

ity Sch

ools

FRLP <2

5%

79%60%

78%63%

No Arts Schools and Students There were 116 schools providing no arts courses. This impacts 28,258 students (representing 3.4% of schools and 1.7% of all students). This has improved since 2016 - declining from 5.1% of schools and 2.6% of students. For students, this represents a 35% improvement.

The largest concentration of “no arts” students is in elementary schools (52% or 14,573 students). This represents 2% of all elementary students.

No Arts Schools and Students by Locale The greatest percentage of “no arts” schools are in the locale designations of “city” when compared to all schools. The proportion of “no arts” students is also highest in “city, large” and “city, midsize” locale designations when compared to the total student enrollment.

11

0%

12.5%

25%

37.5%

50%

City

, Lar

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ity, M

id-s

ize

City

, Sm

all

Subu

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Subu

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Dis

tant

Tow

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ural

, Frin

geR

ural

, Dis

tant

Rur

al, R

emot

e

% All Schools % No Arts Schools

0%

12.5%

25%

37.5%

50%

City

, Lar

geC

ity, M

id-s

ize

City

, Sm

all

Subu

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Subu

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Subu

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, Frin

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, Dis

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% All Students % No Arts Students

0%

15%

30%

45%

60%

Distribution of “No Arts” Students % of “No Arts” Students

4%

28%

1%18%

0.2%2% 2%

52%

Elementary Middle High Other

No Arts Students by Free and Reduced Price Lunch When analyzing the “no arts” students - 33% are in schools where the percentage of students eligible for Free/Reduced Price Lunch is greater than 75% yet the overall student population is only 19%. This is the only category where the distribution of “no arts” students exceeds the distribution of the student population.

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0%

8%

16%

24%

32%

40%

1% to

25%

26%

to 5

0%

51%

to 7

5%

75%

or m

ore

33%

8%

25%30%

19%20%

29%31%

% All Students % No Arts Students

Free/Reduced Price Lunch When comparing the arts participation rates, distribution of “no arts” students, and the diversity of course offerings across the percentage of students on Free/Reduced Price Lunch there are some unexpected findings. The greater the percentage of students eligible for FRPL, the higher the student participation. Actual student arts participation is lowest in the low FRPL category. Of note, there is a significant difference for schools with the highest concentration of students receiving FRPL when comparing access to both Music and Visual Art instruction, as well as the differential in the percentage of “no arts” students. The differential identifies where the distribution of “no arts” students exceeds the distribution of the student population.

Free/Reduced Price Lunch Access by Discipline When looking at student access rates by discipline a different trend is visible. While access across most disciplines is similar - the higher the percentage of students on FRPL the lower the percentage of students with access to Theatre. The lower level of access to Music and Visual Art in the highest category (76%+) is an indicator of the low level of students with access to both Music and Visual Art in this category.

% Free/Reduced Lunch (School)

Access(Students)

Access(Schools)

Student Arts Participation

No Arts Student % Differential

Student Access Music & Art

1-25% 98% 96% 79% 0% 94%

25-50% 99% 98% 82% 3% 95%

51-75% 99% 99% 87% 12% 95%

76%+ 97% 95% 93% -14% 88%

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Discipline Access by Free/Reduced Price Lunch

0%

25%

50%

75%

100%

Music Art Theatre Dance

2%6%

93%92%

2%11%

95%99%

3%14%

95%98%

2%17%

96%96%

1% to 25% 26% to 50% 51% to 75% 76%+

Free/Reduced Price Lunch Participation The percentage of student participation in one or more arts discipline increases as the percentage of students eligible for FRPL increases.

Free/Reduced Price Lunch Participation by Discipline When looking at participation by arts discipline we see the participation increases as the percentage of FRPL Lunch students increases with a significant increase between the mid-high and high poverty category.

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% Student Participation by Free/Reduced Price Lunch

0%

20%

40%

60%

80%

100%

1-25% 26-50% 51-75% 76%+

93%87%82%79%

% Student Discipline Participation by % Free/Reduced Price Lunch

0%

25%

50%

75%

100%

Music Art Theatre Dance1%1%

89%85%

0%1%

85%79%

0%1%

76%73%

0%2%

75%71%

1-25% 26-50% 51-75% 76%+

Overall Arts Discipline Access and Participation In general, schools provide the greatest access to Music and Visual Art, leading both of these disciplines to have the highest participation rates. Schools are more likely to provide Music or Visual Art than Theatre or Dance creating unequal learning opportunities in each of the arts disciplines.

Overall Arts Discipline Participation With Music and Visual Art being more widely available, there is greater student enrollment. Likewise, the lack of access to Dance and Theatre limits student opportunities.

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% of Schools Offering by Discipline

0%

25%

50%

75%

100%

Art Music Theater Dance

2%6.5%

93%92%

Students w/o Access to Discipline

0

450,000

900,000

1,350,000

1,800,000

Art Music Theater Dance

1,641,7661,466,677

61,32081,028

% Student Participation by Discipline

0%

25%

50%

75%

100%

Art Music Theater Dance0.5%1%

82%78%

Students Participation by Discipline

0

350,000

700,000

1,050,000

1,400,000

Art Music Theater Dance

7,82623,318

1,377,9141,319,322

Arts Discipline Access by School Type Middle schools provide greater access to Music and Visual Art. Dance and Theatre are more available in high schools.

Arts Discipline Enrollment by School Type Elementary schools have the largest percentage of student arts enrollment, with Music and Visual Art having near universal participation. Music has the highest percentage of enrollment in middle schools while Visual Art has greater enrollment in high schools and other schools. Dance and Theatre are not present until high school.

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% of Schools Providing Access by Discipline Type

0%

25%

50%

75%

100%

Elementary Middle High Other

2%3%0%0% 7%21%

3%0%

77%

92%98%96%

84%95%96%92%

Art Music Theatre Dance

% of Students Participating by Discipline and School Type

0%

20%

40%

60%

80%

100%

Elementary Middle High Other

3%1%0%0% 1%3%1%0%

80%

46%

84%

100%

83%

52%

74%

98%

Art Music Theatre Dance

Provision of Music and Arts Eighty-nine percent of schools provide access to both Music and Visual Art (representing 93% of students). The chart below explores student access to both Music and Visual Art by school type. Students attending middle and high schools have greater access to both disciplines.

Access to Music and Art by School Category Students attending traditional public schools, as well as schools with a smaller percentage of students qualifying for Free/Reduced Price Lunch are more likely to have access to both Music and Visual Art.

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% of Student Access to Music & Art by Traditional/Community Schools

0%

25%

50%

75%

100%

Traditional Public Charter

66%

95%

% Students w/Access to Music and Art by School Type

0%

25%

50%

75%

100%

Elementary Middle High Other

84%96%98%92%

% Student Access to Music & Art by % Free/Reduced Price Lunch

0%

25%

50%

75%

100%

1-25% 26-50% 51-75% 75% +

88%95%95%94%

Top Courses by Discipline The top arts courses listed below by discipline are based on: presence in schools where the discipline is offered, and the percentage of students participating based on the total discipline enrollment (i.e. In schools where Visual Art is offered - Drawing and Painting is provided by 18% of the schools and 6% of all students enrolled in Visual Art are enrolled in this course).

Course % of Schools Offering Course

% of Students within Discipline

Visual Art (92% of Schools, 78% Student Participation)

Visual Art (K-12) 88% 83%

Drawing and Painting 18% 6%

Ceramics 10% 2%

Music (83% of Schools, 82% of Students)

Music (K-8) 59% 60%

Instrumental Music 54% 14%

Vocal/Choral 42% 15%

General Music 14% 8%

Dance (1% of Schools, 0.5% of Students)

Introduction to Dance 65% 71%

Comprehensive Dance 54% 27%

Dance - Other 10% 2%

Theatre 7% of Schools, 1% of Students)

Theatre Arts 89% 83%

Drama/Theatre in Grades K-8 13% 16%

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Arts Educators There are 7,776 arts educators teaching in the public schools covered in this report. In the chart showing the teachers by discipline, note that a teacher may be counted in more than one discipline. The overall student/arts teacher ratio is 217 to 1. The chart on the right highlights the student/arts teacher ratio for each discipline. This is calculated by dividing the number of students in schools offering the discipline by the number of arts teachers. A lower ratio is preferable.

The number of teachers dedicated to arts education across all disciplines is greater at the elementary school level followed by high school.

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0

1000

2000

3000

4000

Teachers by Discipline

53231

3,7963,887

0

250

500

750

1000

Student/Arts Teacher Ratio by Discipline

762933

427412

Art Music Theatre Dance

Number of Teachers by Discipline and School Type

0

450

900

1,350

1,800

Elementary Middle High Other

203013 26191162481

1,566

1,011

1,730

504

1,572

545

1,554

Art Music Theatre Dance

Traditional Public/Community Schools Traditional public schools are more likely to have arts programs than community schools. Ninety-eight percent of all traditional public schools provide arts instruction as compared to 78% of community schools. When looking at student access, 99% of traditional public school students have access versus 89% for community school students. Student participation rates show an even greater disparity, with 86% of traditional public school students participating in the arts as compared to 60% for community school students. Ninety-three percent of all traditional public schools provide both Music and Visual Art versus 41% for community schools.

Traditional Public/Community Schools Access by discipline When exploring access by specific discipline between traditional public schools and community schools, there are significant gaps in Music and Visual Art, with a smaller gap in Theatre and greater access to Dance in community schools.

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Traditional Public and Community Schools Access by Discipline

0%

25%

50%

75%

100%

Art Music Theatre Dance

3%4%

48%68%

1%7%

97%94%

Traditional Public Community

Traditional Public and Community School Variable Comparison

0%

25%

50%

75%

100%

School Access Student Access Student Participation School Access Music/Art

41%60%

89%78%93%86%

99%98%

Traditional Public Community

Traditional Public/Community Schools No Arts Although charter schools represent about 6% of the overall student population, 40% of all students without access to any arts attend Community schools.

Traditional Public/Community Schools Participation Participation rates by discipline differ between traditional public and community schools. There is significantly greater participation in Music and Visual Art in traditional public schools. There is greater Dance participation in community schools.

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�

Comparison of Total Student Population with No Arts Population by Traditional/Community Schools

0%

25%

50%

75%

100%

% Student Population % No Arts

40%6%

60%

94%

Traditional Public Community

Student Participation by Discipline by Traditional/Community Schools

0%

25%

50%

75%

100%

Art Music Theatre Dance

2%1%41%

55%

0%1%

85%80%

Traditional Public Community

Major Locale Code Arts Access and Participation Locale codes provide a way to look at arts access and participation rates through a school’s location in reference to a geographic center. Schools in the Rural classification provide greater access than schools in the City classification. Student participation is stable across all major categories.

Locale Code Subcategories and Arts Access and Participation When exploring the subcategories of the locale codes, access level tracks with the major local codes although there are greater variations in the student participation. Participation rates are the highest in the City/Small and Suburb/Small categories (87 and 88%).

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% of Schools with Access

0%

25%

50%

75%

100%

City

, Lar

geC

ity, M

id-s

ize

City

, Sm

all

Subu

rb, L

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Subu

rb, M

id-s

ize

Subu

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lTo

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Frin

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Dis

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ural

, Frin

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ural

, Dis

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Rur

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emot

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100%100%99%100%100%100%97%98%97%93%88%89%

% of Students Enrolled

0%

25%

50%

75%

100%

City

, Lar

geC

ity, M

id-s

ize

City

, Sm

all

Subu

rb, L

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Subu

rb, M

id-s

ize

Subu

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mal

lTo

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Dis

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Tow

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ural

, Frin

geR

ural

, Dis

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Rur

al, R

emot

e85%86%84%78%

87%84%88%84%82%87%83%85%

% of Schools with Access

0%

25%

50%

75%

100%

City Suburb Town Rural

100%100%97%89%

% of Students Participating

0%

25%

50%

75%

100%

City Suburb Town Rural

85%86%82%85%

Appendix A

Free/Reduced Price Lunch

The percentage of students eligible for Free/Reduced Price Lunch (FRPL) under the National School Lunch Program provides a proxy measure for the concentration of low-income students within a school. Children from families with incomes at or below 130 percent of the poverty level are eligible for free meals. Those from families with incomes that are between 130 percent and 185 percent of the poverty level are eligible for reduced-price meals.

In this indicator, public schools (including both traditional and community) are divided into categories by FRPL eligibility.

High-poverty schools are defined as public schools where more than 75.0 percent of the students are eligible for FRPL.

Mid-high poverty schools are those schools where 50.1 to 75.0 percent of the students are eligible for FRPL.

Mid-low poverty schools are those schools where 25.1 to 50.0 percent of the students are eligible for FRPL.

Low-poverty schools are defined as public schools where 25.0 percent or less of the students are eligible for FRPL.

Source: NCES, The Condition of Education http://nces.ed.gov/programs/coe/indicator_clb.asp

% Free/Reduced PriceLunch Number of Schools

% of Schools Number of Students

% of Students

1%to25% 920 28% 526,074 31%

26%to50% 903 27% 480,794 29%

51%to75% 681 20% 337,693 20%

75%ormore 839 25% 326,041 20%

23

�

Appendix B New Urban-Centric Locale Codes

“Locale codes” are derived from a classification system originally developed by NCES in the 1980s to describe a school’s location ranging from “large city” to “rural

Locale codes are a measure of geographic status on an urban continuum that ranges from “large city” to “rural.” The new locale codes used for analysis in this report incorporate changes in the way rural areas are defined, in agreement with geographic standards used in the 2000 decennial Census.

The codes are based on the physical location represented by an address that is matched against a geographic database maintained by the Census Bureau. This database is the Topographically Integrated and Geographically Encoded Referencing system, or TIGER.

In 2005 and 2006, NCES supported work by the Census Bureau to redesign the original locale codes in light of changes in the U.S. population and the definition of key geographic concepts.

Locale Code Locale Code Description11 - City, Large Territory inside an urbanized area and inside a principal city

with population of 250,000 or more.12 - City, Midsize Territory inside an urbanized area and inside a principal city

with population less than 250,000 and greater than or equal to 100,000.

13 - City, Small Territory inside an urbanized area and inside a principal city with population less than 100,000.

21 - Suburb, Large Territory outside a principal city and inside an urbanized area with population of 250,000 or more.

22 - Suburb, Midsize Territory outside a principal city and inside an urbanized area with population less than 250,000 and greater than or equal to 100,000.

23 - Suburb, Small Territory outside a principal city and inside an urbanized area with population less than 100,000.

31 - Town, Fringe Territory inside an urban cluster that is less than or equal to 10 miles from an urbanized area.

32 - Town, Distant Territory inside an urban cluster that is more than 10 miles and less than or equal to 35 miles from an urbanized area.

33 - Town, Remote Territory inside an urban cluster that is more than 35 miles from an urbanized area.

41 - Rural, Fringe Census-defined rural territory that is less than or equal to 5 miles from an urbanized area, as well as rural territory that is less than or equal to 2.5 miles from an urban cluster.

42 - Rural, Distant Census-defined rural territory that is more than 5 miles but less than or equal to 25 miles from an urbanized area, as well as rural territory that is more than 2.5 miles but less than or equal to 10 miles from an urban cluster.

43 - Rural, Remote Census-defined rural territory that is more than 25 miles from an urbanized area and is also more than 10 miles from an urban cluster.

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Appendix C

Course Codes and Course Code Descriptions

The state of Ohio has established a series of course codes and course descriptions for each of the arts disciplines (Dance, Music, Drama/Theatre and Visual Art). The complete list of course codes and descriptions may be located at the Ohio Department of Education website by going to the following link:

ODE EMIS Manual Section 4.7Subject Codes

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State Partners for the Ohio Arts Education Data Project

Arts Education Data Project Partners

National Funders of the Arts Education Data Project