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

This report examines the level of arts instruction in Chicago Public Schools. It sets the benchmark against which district-wide efforts to expand arts instruction will be measured. Ever since Chicago Public Schools elevated the arts to a core subject in the 2012-2013 school year, students from K-6 grades have been experiencing two hours of weekly instructions in the arts and notice an increase in the number of certified arts instructors in their classrooms. This progress report shows the strides that Chicago is taking with its city-wide Cultural Plan, the

The 2012 CPS Arts Education Plan elevated the arts to a core subject and articulates that a quality arts education must include instruction in every art form—visual art, music, dance, and theatre—that is ongoing and sequential. Additionally, this instruction is delivered in the following ways—by credentialed arts instructors teaching discipline specific classes, by non-arts credentialed instructors authentically integrating the arts with other content areas, and by community arts partners connecting students to professional works of art and practices both in school and in

This article reports on how communities apply the elements of the four-point Main Street Approach and discusses factors contributing to their usage and effectiveness.

There is growing concern that the federal No Child Left Behind Acts accountability provisions in mathematics, reading, and science are diverting significant time and resources from other academic subjects. To address this concern, the Council for Basic Education executed a study to collect data about American K-12 students access to a curriculum in the liberal arts.

The research provides information never before available to form the basis of statewide policy initiatives and priorities for arts education. It also creates a baseline for tracking and measuring progress in our state. http://www.artsalliance.org/ed_research.shtml

This report demonstrates how small budget arts activities play a role in leveraging both local and non-local assets for neighborhood improvement.

This report analyzes the public funding for 12 major cultural institutions in Cook County that receive property tax-based funding from the Chicago Park District or the Forest Preserve District of Cook County. It makes recommendations for alternative funding sources that could stabilize the public funding for these and other institutions.

In this paper, the author discusses the most recent change affecting American central cities and their downtowns the cultural renaissance.

Framing the Illinois Creative Economy is the fourth in a series of nine articles on the Creative Economy.

Drawing on an extended case study of Chicagos Wicker Park neighborhood, this article develops the concept of neo-bohemia that creates the context for the redevelopment of former industrial spaces in Chicago.

Document provides samples of admission tax legislation levied on all types of professional public performances or events in Boulder, Colorado; Chicago, Illinois; Santa Cruz, California; Seattle, Washington; and Saint Louis, Missouri.

Chicago: Arts & Commerce - A Dynamic 21st Century Economy is the fifth in a series of nine articles on the Creative Economy.