Journal of School Administration Research and Development Winter 2016 Sustaining Arts Programs in Public Education David Dunstan University of Southern California ABSTRACT: The purpose of this qualitative research cal, state, and national branches of government (Anne, case study was to investigate leadership and funding 2010; Beveridge, 2010). Amid bureaucratic levels of decisions that determine key factors responsible for accountability at schools, administrative leaders, de- sustaining arts programs in public schools. While the partment leaders, and leadership teams make deci- educational climate, financial constraints, and stand- sions that impact their visual and performing arts pro- ardized testing continue to impact arts programs in grams. However, some school leaders continue to public education, Eastland High School, the site of this maintain viable arts programs in the face of these case study, managed to sustain its visual and perform- changes. This research study investigated the admin- ing arts program. The foundation of this research istrative and funding decisions that contribute to the study was shaped around understanding the key fac- success of a viable arts program at Eastland High tors that sustained the arts program at Eastland High School. School. A qualitative lens utilized three research Benefits of Arts Programs questions that investigated arts programs at the school, leadership decisions that supported the arts The arts have the potential to promote motivation, program, and funding decisions made at the site. Da- confidence, and social skills among children and teens ta triangulation was used to identify several emerging (Alejandro, 1994; Creedon, 2011; Tredway & Wheat, themes relevant to the three research questions. The 2010). Children have the potential to embrace a life- implications of this case study indicated collaborative long appreciation for the arts through school curricu- leadership and resourceful funding decisions sustain lums that support comprehensive, interdisciplinary viable arts programs in public schools. arts programs. As children enter their teen years, their involvement in arts programs provides opportu- Keywords: leadership, visual and performing arts, nities to collaborate and interact with others, develop public schools, funding decisions leadership skills, and become global citizens. Alejandro (1994), Creedon (2011), and Olshansky T (2008) agreed that arts programs provide academic he current educational landscape threatens the sur- and social benefits for at-risk students. vival of arts programs in public education throughout the United States. Current trends in education indi- Creedon (2011) observed that at-risk students in cate public schools have increasingly narrowed their urban schools responded favorably to arts programs. curriculums to enroll underachieving students in ad- He argued their participation in a multidisciplinary ditional remedial reading and math courses with less arts program provides students with an educational time available to pursue visual and performing arts solution that counters stress they may develop from (Beveridge, 2010). Political and societal pressures other classes, interactions with peers and teachers, have forced school districts to improve academic per- their families, and urban neighborhoods. Music, formance among students struggling to improve their dance, theater, and visual arts have the capacity to reading and math scores on standardized tests. As a connect productively with the emotional and physical result of these shifting priorities and accountability needs of children. Olshansky (2008) found at-risk stu- demands, many school leaders have reduced their arts dents experienced significant improvement on read- programs (Anne, 2010). Accountability to increase ing and writing tests in a controlled case study that standardized testing results impacts all stakeholders, measured the use of visual literacy to support instruc- from teachers and administrators to leaders at the lo- tion and the learning process. 27 Volume 1 ▪ Number 2 ▪ Winter 2016 The Journal of School Administration Research and Development Journal of School Administration Research and Development Winter 2016 In a case study with elementary students, that arts contribute to the learning process and con- Alejandro (1994) found that her methodology using struction of knowledge (Gullatt, 2008). An interdisci- visual literacy in her English language arts curriculum plinary nature is evident in successful arts programs effectively motivated students to improve their read- that bind together curricular themes and encourage ing and writing skills. Students created colorful visual cross-department collaboration. Recent case studies narratives to demonstrate their reading comprehen- have documented success at public school arts pro- sion, and they produced artistic paintings to aid in grams and their impact on academic achievement memorization of new vocabulary. These students among disadvantaged students and long-term contri- posted significant gains on standardized tests, and butions to low-income neighborhoods through com- findings from her study contributed to a growing munity partnerships (Kratochvil, 2009; Noblit, Cor- awareness among students, faculty, parents, and other bett, Wilson, & McKinney, 2008; Olshansky, 2008; stakeholders of the benefits of arts in education Tredway & Wheat, 2010). (Alejandro, 1994). Case studies investigating at-risk, low-income, and Arts programs are also experiencing success in al- struggling students enrolled in arts-integrated courses ternative curriculum formats at charter schools. The at public schools found their standardized test scores growing charter school movement, which began in increased (Kratochvil, 2009; Gullatt, 2008; Rabkin & 1992, accounts for over 4,000 schools throughout the Redmond, 2003; Strickland, 2008). Skills gained in nation (Zimmer & Buddin, 2009). Given the con- dramatic arts and music programs encouraged stu- straints evident in traditional public schools, parents, dents to apply their knowledge and motivation to educators, and community leaders have embraced learn other core subjects (Gullat, 2008). Alternatively, autonomy in a concentrated effort to develop curricu- patterns of discouraging enrollment in arts courses lum and educational missions at their charter schools were noticeable among at-risk and low-income stu- (Gratto, 2002). In her analysis of alternative arts pro- dents who had dropped out of school. According to grams at charter schools, Gratto (2002) found arts cur- Strickland (2008), high school dropouts reported that riculums produce favorable learning outcomes among they spent significantly less time enrolled in arts both at-risk and high-achieving students. courses and more time in remedial instruction to learn math and reading skills. An education grounded in the arts elevates the ca- pacity for students to collaborate with each other and Students living in low socio-economic neighbor- foster metacognitive abilities across all subjects hoods have performed academically better on stand- (Music, 2010). A comprehensive arts education em- ardized tests when actively enrolled in arts courses powers students to share their learning experiences (Rabkin & Redmond, 2003). Rabkin and Redmond’s across the curriculum. Understanding the value of (2003) research found current educational leadership learning through active participation in an arts pro- tends to ignore research studies that document the gram that is integrated across the curriculum provides social and academic benefits that at-risk and low- life-long benefits for students (Heilig, Cole, & Aguilar, income students gain from their participations in arts 2010; Juno, 2010). Findings from recent research stud- programs. At 23 schools in Chicago with art- ies support the assertion that students enrolled in in- integrated programs, case studies found noticeable terdisciplinary curriculum involving core subjects and increases in reading and math standardized test scores the arts enjoyed notable academic outcomes (Gratto, among students identified as disadvantaged and at- 2002; Kratochvil, 2009; Juno, 2010). Moreover, it risk to drop out (Rabkin & Redmond, 2003). Rabkin seems arts programs are gaining in popularity. Bar- and Redmond also discovered low-income, at-risk one and Eisner (2006) cited the emergence of arts- students showed more motivation to participate and based educational research, while several case studies learn at schools when involved in interdisciplinary found visual literacy continues to expand its appeal arts programs. beyond elementary education and gain wider ac- ceptance at secondary schools (Bryce, 2012; Carpenter Alejandro (1994), Creedon (2011), and Tredway and & Cifuentes, 2011; Frey & Fisher, 2008). Wheat (2010) agreed that the arts contribute toward student achievement. In a case study with her second Arts and Student Achievement grade students, Alenandro documented significant gains in reading and writing on standardized tests Active participation in arts education programs has after integrating visual arts and visual literacy into her produced positive learning outcomes with interdisci- curriculum (Creedon, 2011). Tredway and Wheat plinary curriculum tied to standardized testing and found the principal at East Oakland School of the Arts student academic achievement. Vygotsky recognized 28 Volume 1 ▪ Number 2 ▪ Winter 2016 The Journal of School Administration Research and Development Journal of School Administration Research and Development Winter 2016 reported significant academic improvement and suc- to support their arts programs have proactively devel- cess among students when he fully integrated arts into oped partnerships with local and national arts organi- a school-wide curriculum and made a long-term com- zations as well as coalitions with social media and mitment to support the arts program. Their research corporate organizations to recognize artistic talent found that a single leader who makes an arts program among students (Music, 2010; Tredway & Wheat, an active element in an interdisciplinary curriculum 2010). yields academic gains in student achievement. Addi- tionally, a single leader with exceptional social and The growth of charter and magnet schools has trig- political skills can advocate for interdisciplinary col- gered a concurrent emergence of arts academies de- laboration among faculty to accept an arts curriculum signed with progressive mission statements and vi- (Tredway & Wheat, 2010). Trends evident in the liter- sionary leadership teams that support arts programs ature suggest academic achievement increased at in local communities (Zimmer & Buddin, 2009). Grat- schools where administrators supported the arts to (2002) found successful arts programs at alternative (Farbman, Wolf, & Sherlock, 2013; Freedman, 2011; public schools. One example is Orange County High Kratochvil, 2009; Olshansky, 2008). School of Arts in Santa Ana, California, which is a spe- cialized high school with a comprehensive arts curric- In her case study at a middle school in California, ulum and active community partnerships. Business Kratochvil (2009) found sustained long-term leader- and community partnerships among arts organiza- ship and faculty collaboration contributed to the suc- tions represent a core element of charter schools, alter- cessful school-wide integration of arts across all sub- native schools, and specialized schools throughout the jects. The school underwent a collaborative trans- nation (Gratto, 2002). formative process to develop a school-wide action plan to support a dance program. The success of the Castaneda and Rowe (2006) conducted an analysis dance program defined the culture of the school with of the 10-year Los Angeles Unified School District intrinsic and extrinsic benefits for students, parents, Arts Prototype program, and they found schools with and community members (Kratochvil, 2009). Howev- high academic reputations and consistent leadership er, measuring success and achievement in performing were more inclined to develop strong partnerships and visual arts disciplines requires a mixture of pro- with arts organizations. Trends among the 200 arts fessional arts experience and objective reflection with organizations that partnered with Los Angeles Uni- respect to the individual artistic achievement of each fied schools suggested that successful partnerships student (Davis, 2008). Although recent case studies involve schools with an arts-focused professional de- show pockets of success throughout the educational velopment plan and an interdisciplinary arts curricu- landscape, the literature reflects the ongoing struggles lum. In addition, the schools implemented an active to maintain and sustain arts programs in public calendar of art exhibits, musicals, and theater perfor- schools. mances that appealed to parents and the local commu- nity (Castaneda & Rowe, 2006). These partnerships Funding for Arts Programs provided an ongoing culture of collaboration between the arts programs and the community. The decline in traditional public school funding sources, which arts programs relied on for financial According to Castaneda and Rowe (2006), schools support, has motivated the implementation of pru- with higher Academic Performance Index (API) scores dent fiscal accountability, innovative fundraising initi- secured stronger financial partnerships. Through atives, and community partnerships. Title I funds their partnerships with schools, arts organizations were originally intended to support schools with low- contributed to professional development, sponsored income students across all subjects, including the arts, exhibitions, and maintained the visibility of the school and they have become the financial lifeline to support and its artistic achievements within the community. remedial intervention courses and improve standard- While schools with lower API scores in Program Im- ized test results that meet Annual Measurement provement (PI) status received Title I funds to support Achievement Objectives (Stillwell-Parvensky, 2011). low-income and disadvantaged students, the authors In response to less availability of Title I funds to sup- found school leaders tended to divert Title I funds port arts programs, recent research has focused atten- toward intervention programs to improve test scores tion on arts programs with leaders that cultivate fi- and ignore arts programs. As a consequence, Cas- nancial investment through community partnerships taneda and Rowe found underperforming schools (Anne, 2010; Beveridge, 2010; Sabol, 2010). As tradi- lacked the leadership required to develop community tional funding sources decline, school leaders seeking partnerships with organizations that could support 29 Volume 1 ▪ Number 2 ▪ Winter 2016 The Journal of School Administration Research and Development Journal of School Administration Research and Development Winter 2016 arts programs and contribute positive outcomes to the Methods neighborhood. Research Design Arts education programs in public schools face a The research design used a qualitative case study restrictive climate of accountability and financial con- approach to collect and analyze data required to un- straints. Alejandro (1994), Creedon (2011), and Ol- derstand the phenomenon explored in the three re- shansky (2008) found effective school leaders advocat- search questions that defined the foundation of the ed for the benefits of arts programs and their influence research study (Creswell, 2009). The rationale behind on student achievement. Intersecting political and the survey, interview protocol, and observation proto- societal agendas and issues will determine the future col was developed from the literature. Data triangula- sustainability and success of arts education programs tion was achieved by using four data collection instru- in K-12 curriculums. The history of arts education ments to provide four distinct data sources to address reflects an ongoing, persistent struggle to remain rele- the three research questions. vant in the current climate of accountability and high- stakes testing. Policy makers, educational leaders, A conceptual framework, displayed in Figure 1, and teachers represent a cross-section of stakeholders was developed to understand the system of concepts, with the capacity to advocate for arts programs in assumptions, expectations, beliefs, and theories that public schools that serve disadvantaged students in supported and informed the research (Maxwell, 2009). low socioeconomic neighborhoods (Anne, 2010; A viable arts program involves two essential intercon- Creedon, 2011; Kratochvil, 2009; Tredway & Wheat, nected components that contribute to effective leader- 2010). Sustaining arts education programs in public ship: financial constraints and accountability. As ex- schools requires investigating and justifying the bene- pressed in the conceptual framework, the term viable fits of arts programs and their impact on academic indicates that an enduring arts program has longevity, student achievement in the current era of high stakes capable leadership, funding, and other foundational, standardized testing and accountability. influential components. This review of literature identified the significance The conceptual framework reveals how faculty of school leaders who embrace arts education and make decisions and how those decisions influence the support the integration of interdisciplinary arts pro- culture, climate, and leadership at the school. The grams across core subject curriculums to enhance aca- model shows how the two inputs determine school demic achievement (Anne, 2010; Castaneda & Rowe, leadership decisions and impact resources and priori- 2006; Gratto, 2002; Music, 2010; Tredway & Wheat, ties. Stakeholders, partnerships, facilities, time, and 2010). While past case studies and research acknowl- funding impact the use of resources and priorities in- edged the benefits of arts education programs in K-12 volved in a successful, viable arts program. The con- public schools, a gap in the scholarly literature fails to ceptual framework also indicates how multiple as- sufficiently identify and explain the factors involved pects of the school infrastructure, including the curric- in sustaining arts education programs (Anne, 2010; ulum, instructional components, and the staffing, con- Beveridge, 2010; Creedon, 2011). The review of litera- tribute to a viable arts program. The conceptual ture indicated a gap existed regarding how leadership framework provided a road map with a visual repre- and funding decisions impact arts programs in public sentation of a viable arts program to guide the re- schools (Merriam, 2009). This case study was con- search study (Maxwell, 2013). ducted to investigate and understand the key factors Setting in sustaining an arts program by utilizing three re- search questions: The setting for this case study was selected based up- on several criteria:  What are the arts programs that exist at Eastland High School?  The presence of a viable visual and performing arts program.  How does leadership at Eastland High School support arts?  Graduate placement with awards, recognition, and success of graduates.  How are funding decisions made at Eastland High School?  Three years of operation and longevity with the same leadership team. 30 Volume 1 ▪ Number 2 ▪ Winter 2016 The Journal of School Administration Research and Development Journal of School Administration Research and Development Winter 2016 Figure 1. Viable arts program conceptual framework.  Similar Schools Ranking of 8, 9, or 10 (with a via- improved the quality and reputation of the visual and ble arts program). performing arts program among students, parents, and alumni. In 2009, when the school moved to a  Diverse student body. newly constructed campus, the school opened a new theater with modern technology to serve the campus  Evidence of planning as a visual and performing and local community. Since 2012-13, the Eastland arts school. High School theater has hosted musicals, dramas, Eastland High School, the selected school site, is dances, symphony performances and art exhibitions. one of eight comprehensive high schools in a rural, Procedure urban district, located in California. The school has approximately 2,600 students, 100 teachers, and five A review of documents preceded the implementa- administrators. The language of the majority of stu- tion of a school-wide survey and a structured se- dents is English-only, while 12% of the population is quence of interviews and observations. The varied designated as ELLs. Over 50% of students are His- approach to data collection reinforced reliability and panic, 31% are African-American, 14% are White, and validity of the data (Creswell, 2009). Participants in 2% are Asian/Filipino/Pacific Islanders. The majority the study were informed of the purpose of the study. of students are economically disadvantaged, and over The researcher discussed with participants the re- 80% of students qualify for free or reduced price search questions, interview questions, data collection lunch. instruments, and timeline to conduct the data collec- tion process. Each participant was identified with a Eastland has an active visual and performing arts pseudonym to protect his or her privacy. Participants program that met the school site criteria required to were assured that the research study was objective participate in the research study. The arts program and purposeful. has maintained a stable leadership team that has guid- ed it in successful operation since the school opened The two visual and performing arts department in 2005. The program includes an annual awards and chairs, Robbie and Ted, shared historical details about district-wide student recognition system, a diverse the visual and performing arts program at Eastland student body, and consistent organizational and cross- High School. Their interviews provided the research curricular planning. The visual and performing arts study with an opportunity to capture the history of program has also received numerous accolades. Rob- the program (Creswell, 2009). To address Creswell’s bie, the department chair of the visual and performing (2009) caution about interviews occurring outside arts program, was one of the co-founders of the school their natural setting, interviews with each participant in 2005. Under her leadership since 2005, Robbie has 31 Volume 1 ▪ Number 2 ▪ Winter 2016 The Journal of School Administration Research and Development Journal of School Administration Research and Development Winter 2016 occurred on campus in their natural classroom set- finding that leaders at the site embraced a collabora- tings. The interviews and observations complement- tive leadership style, developed community partner- ed each other as separate sources of data for triangula- ships, and implemented resourceful funding deci- tion. The researcher wrote field notes based on the sions. These themes represented the three key factors context of each interview, adding observations to responsible for sustaining the visual and performing complement transcribed interviews with additional arts program at Eastland High School. descriptive data (Bogdan & Biklen, 2003). The review The first theme recognized the strength of collabo- of documents and implementation of surveys, obser- rative leadership that cultivated support for the arts vations, and interviews transpired at one site during a programs at Eastland High School. The principal and limited time in fall 2013. Therefore, the responses the leaders of the visual and performing arts depart- were unique and reflect a designated time period ments showed a consistent effort to collaborate, con- among participants in the study. tributing toward a supportive culture in the campus Data Analysis community. A collaborative culture contributes to- ward the longevity of arts programs in public schools Data from an analytical review of documents, tran- (Robert, 2010). Bolman and Deal (2008) recognized scribed interviews, observation notes, and survey re- the importance of leadership in the four frames of an sults underwent a thematic coding process conducted organization. by the guidelines recommended by Creswell (2009). Bolman and Deal’s (2003) four frames, or perspectives, Findings from this research study found that de- of understanding and analyzing the workings of or- partment leaders Kate, Robbie, and Ted cultivated ganizations were used to analyze the data. The four significant social and political capital as leaders of frames, identified as the structural, human resource, their departments. Each leader developed his or her political, and symbolic, informed the thematic inter- individual effective, visionary leadership style. While pretation of the data to examine the organizational Kratochvil (2009) found consistent leadership and fac- aspects of the arts program at the school (Bolman & ulty collaboration helped arts programs succeed Deal, 2003). For the purpose of this case study, the across the curriculum, leaders with longevity in their structural frame applies to the organizational struc- positions held more influence. The findings comple- ture of the school and departments in the school. The mented evidence reported in the literature review, human resource frame concerns the interpersonal re- which recognized the importance of leaders capable of lationships and needs of teachers, administrators, par- building social and political capital among all stake- ents, and students within the school organization. holders to support and sustain arts programs (Anne, The political frame concerns the bureaucratic nature at 2010; Castaneda & Rowe, 2006; Gratto, 2002; Music, Eastland High School and how each stakeholder and 2010; Tredway & Wheat, 2010). department navigates the political structure of the Interviews and observations captured an example organization. The symbolic frame refers to the reputa- of collaborative leadership at an interdisciplinary tion of the school and the symbols that define its cul- meeting on October 23, 2013. Robbie led the meeting ture as a brand and institution within the community with visible support from Kate and other administra- (Bolman & Deal, 2003). tors and department chairs. She sought to connect Results and Discussion core subjects with the arts curriculum through com- mon themes and collaboration. As a successful art While the review of literature acknowledged de- teacher with a highly regarded reputation among her clines in school budgets and other constraints to main- colleagues, students, and parents, Robbie demonstrat- tain arts programs, the literature also discussed re- ed she was a capable instructional leader who influ- search studies regarding viable arts programs and key enced positive learning outcomes at interdisciplinary factors responsible for their success in the current edu- art department meetings. Robbie acknowledged the cational climate (Anne, 2010; Beveridge, 2010; Music, need for teachers to recognize emerging trends with 2010; Sabol, 2010; Tredway & Wheat, 2010). Funding, the California Common Core State Standards. She leadership, partnerships, promising practices, and encouraged faculty to proactively collaborate with student achievement through arts programs were ex- each other to support the college and career themes plored in the literature and applied to the design of found in the new standards. data collection instruments. Each topic influenced the themes and trends found in the data analysis. Data A second example of collaborative leadership in- was coded into three emergent thematic categories, volved the school’s interdisciplinary project Wasteland: 32 Volume 1 ▪ Number 2 ▪ Winter 2016 The Journal of School Administration Research and Development Journal of School Administration Research and Development Winter 2016 Turning Illegally Dumped Waste into Art. The school- the annual fair. In an interview, Saul, a performing wide project initially involved the visual and perform- arts leader, explained the significance of the marching ing arts faculty, their partnership with the local muse- band and its role as a symbol of pride in the local com- um, and approximately 660 visual and performing munity: arts students who took action against illegal dumping We're the pride of the school. We keep the school in the local community. Students collected objects moving, kind of like the heartbeat of the school from trash dumpsites to create works of recycled art. when we play at football games and at the pep ral- Exceptional pieces of recycled art premiered at the lies. We want to be a presence on campus to show annual Eastland High School visual and performing the students that high school is very important. arts showcase and at the local museum. As more de- partments and faculty integrated learning objectives The third theme involved the resourceful funding from Wasteland into their curriculum, the project even- decisions made among leaders to support the visual tually motivated over 2,000 students and approxi- and performing arts program. While Eastland High mately 60 faculty members to become involved in School remains under program improvement and re- supportive activities. Learning outcomes from the ceives Title I funds to close the achievement gap, lead- Wasteland project inspired stakeholders at all school ers of the visual and performing arts program imple- levels and the local museum to support the subse- mented resourceful strategies to raise funds through quent Crosswinds interdisciplinary project, which un- parent-led booster programs and community partner- derscored the importance of collaborative leadership ships. Ted, Robbie, and Saul expressed concerns re- as a central theme that emerged from the data analy- garding the narrowing of core curriculum with fewer sis. ninth grade students enrolled in arts courses. While A second theme found school leaders developed previous research indicated many Title I public community partnerships with local organizations and schools tend to exclude at-risk, low-income students museums to support the arts. The Wasteland and from the arts in favor of enrolling them in reading and Crosswinds projects represented two interdisciplinary math courses (Sabol, 2010; Stillwell-Parvensky, 2011), art projects financed with grants through the local evidence from this case study offered a counterpoint. museum and other organizations. Without communi- Eastland High School has maintained high enrollment ty partnerships, Eastland High School and the local numbers for marching bands, color guards, drama community may never have experienced the benefits courses, and visual arts courses. Given the success gained from each project. The significance of commu- and growth of the visual and performing arts pro- nity partnerships that support public school arts pro- gram, as traditional funding sources decline, imple- grams was discussed in the literature review menting resourceful funding decisions represented a (Castaneda & Rowe, 2006; Music, 2010; Sabol, 2010; significant theme responsible to sustain the arts pro- Tredway & Wheat, 2010). The interdisciplinary art grams at Eastland High School. projects, marching band performances, and plays pro- The resourceful funding theme complements the duced in the new school theater represented work collaborative leadership and community partnership achieved through a collaborative culture and strong themes. As the 2013-14 academic year concluded, leadership that resonated with the community. Each raising funds through the booster club, community project and event defined symbolic activities that de- partnerships, and grants represented a necessary fi- fined the school culture and further strengthened the nancial decision to sustain the visual and performing reputation of the school in the local community. arts program at Eastland High School. Reflecting on A clear example of community partnerships was each theme that emerged from this case study, collab- evident within the performing arts program, which orative leadership, community partnerships, and re- holds a strong reputation in the local community. The sourceful funding decisions represented the three es- marching band and color guard were considered sym- sential components evident in the arts program. bols of pride at Eastland High School and in the city. Their parades, dance performances, and pep rallies at Given the evidence triangulated from site docu- football games, tournaments, and local events defined ments, survey, interviews, and observations, a need members’ reputations as high quality leaders and rep- exists to create and implement an arts education plan resentatives of the performing arts program. Leaders at the site. Eastland High School is not a fully inte- of the arts program at Eastland High School found it grated arts school. The visual and performing arts mutually beneficial to forge long-term community program provides a developing arts pathway with partnerships with the local museum, civic leaders, and approximately 600 out of 2500 students enrolled in arts courses. An organizational goal among the visual 33 Volume 1 ▪ Number 2 ▪ Winter 2016 The Journal of School Administration Research and Development Journal of School Administration Research and Development Winter 2016 and performing arts leadership team seeks to trans- deny his research proposal. To address the limita- form their operations with an arts pathway into a for- tions, the researcher reflected on research bias and his mal academy with financial and creative autonomy direct and indirect influence on responses from partic- based on the original vision of the school as the main ipants (Maxwell, 2013). visual and performing arts school in the district. Implications and Recommendations While this case study found two interdisciplinary This case study provided a qualitative lens to un- art projects cultivated school-wide support, a visual derstand how effective leadership and funding deci- and performing arts academy may limit future school- sions support a viable arts program that empowers wide, cross-department support among faculty unaf- students and faculty to share learning experiences filiated with the academy. Given the financial con- through the arts and across an interdisciplinary curric- straints and declining budgets available to support the ulum (Creswell, 2009). Sustaining the arts in public arts, educational leaders have learned to cultivate education is increasingly relevant as schools wrestle community partnerships and implement resourceful with financial constraints and external pressure to in- funding decisions. Robbie and Ted believe a visual crease standardized test scores in math and reading. and performing arts academy would ensure financial Educators in visual and performing arts programs and creative autonomy for the arts programs. found students enrolled in art, music, and drama pro- Results from data triangulation collected from the grams develop an intrinsic motivation to succeed site documents, survey, interviews, and observations across all disciplines (Posnick-Goodwin, 2013). found school leadership should reevaluate its organi- A viable arts program provides life-long benefits zational approach to support arts education at for students. This research study determined that the Eastland High School. Based on the results, adminis- arts program has elevated the social and political sta- trators and faculty should consider the creation of a tus of Eastland High School among students, faculty, unified arts education policy that clearly supports arts parents, and other stakeholders in the local communi- education at the site. An arts education plan would ty. Results from this case study found administrative, define the role of the visual and performing arts pro- departmental, and faculty leadership exercised a con- gram at Eastland High School and determine the pros sistent, collaborative leadership style responsible for and cons of a proposed visual and performing arts the successful visual and performing arts program at academy. Eastland High School. From a structural perspective, the visual and per- Given the current challenges confronting educa- forming arts program has hired the best and most tional leaders to adopt the California Common Core qualified instructors. The structural frame of an or- State Standards, the arts have endured as a source of ganization informs all stakeholders of its expectations stability throughout the history of public education. and goals and connects with the human resource, po- Findings from this case study will contribute to the litical, and symbolic frames (Bolman & Deal, 2008). scholarly literature devoted toward understanding the While many aspects of the organizational structure benefits that students and school communities experi- were evident, including supportive administrative ence as a result of effective leadership that supports leadership and interdisciplinary collaboration, the and sustains arts programs. While financial con- evidence suggested that the visual and performing straints, standardized testing, accountability de- arts program should revisit its structural design and mands, educational reform, and other interconnected support the creation of a school-wide arts education challenges remain visible on the horizon, effective, plan. A strong organizational structure, with goals collaborative leadership emerged as the essential fac- and objectives, would influence the other three tor responsible to influence productive funding deci- frames. sions that sustain viable arts programs in public Limitations schools. The limitations in this qualitative case study in- Based on evidence analyzed from the data, implica- cluded conditions that the researcher could not con- tions from this research study include a need to fur- trol. The case study was limited by its geographic ther investigate the role of leadership in viable arts location and the time constraints to collect data. programs at public schools. Findings from the case While the researcher conducted the case study at a site study suggested effective leadership, with a consistent where he also worked as a teacher, the principal and motivation to support the arts, represented an essen- school leadership team held the power to approve or tial element required to sustain arts programs in pub- 34 Volume 1 ▪ Number 2 ▪ Winter 2016 The Journal of School Administration Research and Development Journal of School Administration Research and Development Winter 2016 lic education. Data analysis and exploration of the Carpenter, B. S., & Cifuentes, L. (2011). Visual culture and literacy findings encouraged five recommendations for future online: Image galleries as sites of learning. Art Education, 64(4), 33-40. Retrieved from http://search.proquest.com/ research: docview/1022336929?accountid=14749  Investigate Title I funding in public education Castaneda, L. W., & Rowe, M. K. (2006). Partnerships in arts educa- with a research focus to understand their availa- tion: An examination of factors predicting schools' use of bility to support visual and performing arts pro- arts organization. Journal of Arts, Management, Law and grams. Society. 36(1), 7-23.  Explore how public schools with viable arts pro- Creedon, D (2011). Fight the stress of urban education with the arts. Phi Delta Kappan, 92(6), 34-36. grams integrate the arts across the curriculum and improve math and reading skills. Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed methods approaches (3rd ed.). Thousand Oaks, CA:  Investigate the positive learning outcomes among Sage Publications, Inc. children enrolled in student-centered arts curricu- Farbman, D., Wolf, D. P., & Sherlock, D. (2013). Advancing arts edu- lums at public schools that integrate arts across an cation through an expanded school day: Lessons from five interdisciplinary curriculum. schools. Boston, MA: National Center on Time & Learning.  Align arts education with a school-wide and dis- Freedman, K. (2011). Leadership in art education: Taking action in trict-wide instructional plan. schools and communities. Art Education, 64(2), 40-45.  Improve the visibility of the arts program in the Frey, N., & Fisher, D. (Eds.). (2008). Teaching visual literacy: Using comic books, graphic novels, anime, cartoons, and more to de- local community to strengthen community part- velop comprehension and thinking skills. Thousand Oaks, nerships with local museums, organizations, and California: Corwin Press. businesses that share an interest to financially support the arts. Gratto, S. (2002). Arts education in alternative school formats. Arts Education Policy Review, 103(5), 17-24. References Gullatt, D (2008). 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