| Accountability pressures have impacted pedagogy in many K-12 schools in the United States. Low achievement on standardized assessments may be attributed to many factors, including instructional strategies. Differentiated instruction has been identified as an instructional method that meets the diverse needs, interests, and strengths. The purpose of this quantitative comparative study analyzes the effectiveness of arts integration on reading achievement of fourth and fifth grade students who participate in an arts integration program in a Title I school as compared to fourth and fifth grade students attending a Title I school without an arts integration program.;A framework of constructivism guided the study. The study was designed to answer the research question of "To what extent, if any, does arts integration in a Title 1 school improve students reading achievement?" Using student and school level data from the 2013 -- 2014 academic year, this study used regression analyses to estimate the difference in reading achievement between the two schools, controlling for a number of factors that include school, student, and teacher characteristics. This study indicated some effect on reading achievement of fourth and fifth grade students in two elementary schools, more studies need to be conducted to add to the field of arts integration. Further research is needed to explore and confirm the impact of arts integration as an instructional strategy in other schools. |
