The New York State Division for Youth does not use the arts or art therapy extensively within its own institutions, though it does provide considerable resources to county and municipal youth bureaus for community arts programs. In my time as Director of the Division, I plan to review the criteria used in allocating local assistance funds and to find ways that our own rehabilitation facilities can share in these community arts resources.

The State Status Report provides a review of arts education access by comparing and condensing the data from the 24 existing state studies.

This report examines the investment of the state of Massachusetts in the arts and culture. According to the report, Massachusetts ranks 42^nd in the nation in the average grant it awards to cultural organizations and community projects. 

The goal of the CPS Arts Education Plan is to bring arts education to every child in every CPS school. While the work to expand arts instruction across Chicago Public Schools is ongoing, this report can provide context and construct for a new beginning. By understanding what arts resources existed in schools during the first year of the CPS Arts Education Plan, Ingenuity has established the baseline and can now track progress each year. Beginning in the fall of 2014, annual progress reports will publish changes in instructional time, staffing, partnerships, and funding. Doing so will shed

The arts are a vital element of a 21st century education . Research conducted over the past decade shows that exposure to an education in the arts significantly decreases dropout rates, improves the likeli - hood of entering college, increases civic engagement, and ultimately promotes financial success throughout a person’s life-time . The role of the arts in securing these results lies largely in the way it stimu - lates innovation, creativity, and critical thinking, all essential skills in our world today . In order to expand and improve arts education for CPS students, we must

Suppose afterschool arts programs tried a marketplace model to get more low-income, urban young people involved in the arts. That would make youngsters the programs’ “consumers” – with many options for their time and attention – and suggest the wisdom of finding out what these potential customers actually want.

In 2010, an ambitious model for social change emerged in Chicago that aimed to connect detained youth and those at risk for incarceration (“at-risk youth”1) to rigorous and engaging arts instruction, infused with social and emotional learning goals. Dubbed the Arts Infusion Initiative, the Chicago Community Trust (“the Trust”) spearheaded and funded this five year, $2.5 million demonstration while earning cooperation from the local detention facility, public school system, community policing office, and community arts program leaders to integrate arts programming

This report is about how non-formal learning and especially youth work can enhance the creative and innovative capacities of young people in ways that are relevant to employability. It goes beyond identifying the skills and competences involved, to present illustrative examples of practice and cross-sectoral cooperation.

This Issue Brief provides examples of arts-based education as a money-and time-saving option for states looking to build skills, increase academic success, heighten standardized test scores, and lower the incidence of crime among general and at-risk populations.

This fact sheet reviews the benefits to k-12 students who are invovled in gardens at the schools.