| High stakes testing is driving curriculum development in U.S. schools, and additional mathematics classes are replacing art classes in efforts to raise test scores. English language learners (ELLs) may be disproportionately impacted by these trends. The purpose of this quantitative study was to investigate whether visual arts classes could help students raise their California High School Exit Exam (CAHSEE) scores in measurement and geometry. ELLs score lowest on this exam and without a passing score students cannot attain a high school diploma. The development of visualization and spatial awareness skills, as supported by the constructivist theories of Vygotsky and Piaget, and Dewey's theories of functional psychology, illuminate the need for art education in public schools. Archival data from the 2012 CHASEE (N = 508) was analyzed using a 2-way ANOVA, comparing the mean scores of students who had taken high school visual arts classes with students who had not. In addition, students were grouped according to their English language proficiency classification. The results of the data analysis revealed no significant difference in test scores for students taking visual arts classes (p = .692). Despite these findings, modest improvements in mathematics scores in the visual arts cohorts suggest leveraging mathematics concepts in visual arts curricula is well founded. A professional development project was created to instruct visual arts teachers how to integrate mathematics learning into visual arts classes. The implications for positive social change include an improved interdisciplinary curriculum that produces an educational balance of ability and achievement, as well as a more capable demonstration of grade level competency in mathematics. |
