The Underfunding of Arts Programs in U.S. Public Schools and its Impact on Children

Suggested Outline (Feel free to add or remove):
– Abstract
– Introduction
– Background/Problems
– Lack of Funding for Arts Programs in Public Schools
– The National Endowment for the Arts
– No Child Left Behind Policies and cutbacks during the Great Recession of the late 2000s.
– The Benefits of Arts Programs and Student Achievement
– Solutions
– Conclusion

Additional:
The current funding landscape throughout the United States threatens the survival of arts programs in public education. Political and societal pressures have forced school districts to improve academic performance among students struggling to improve their reading and math scores on standardized tests. As a result of these shifting priorities and accountability demands, many school leaders have reduced their arts programs (Anne, 2010). Accountability to increase standardized testing results impacts all stakeholders, from teachers and administrators to leaders at the local, state, and national branches of government (Anne, 2010; Beveridge, 2010). Amid administrative levels of accountability at public schools, leadership teams make decisions that impact their visual and performing arts programs. However, some public school leaders continue to maintain their arts programs in the face of these changes. Moreover, the arts have the potential to promote motivation, confidence, and social skills among children and teens (Alejandro, 1994; Creedon, 2011; Tredway & Wheat, 2010). These programs also promote diversity, thinking critically and creatively, and supports brain development in children at an accelerated rate. This research study will investigate the funding decisions that contribute to the longevity of arts programs in the United States and reveal how such programs impact the lives of children.

Note: This should be a qualitative research paper.

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