Glendale CREATES (Common Core aligned, Relevant and Enriching Arts integrated instruction using Technology to Ensure that every student Succeeds) is a federally funded four-year project designed to develop and disseminate brain-based integrated visual and performing arts and Common Core integrated inquiry units that will raise student achievement in academic subjects and the arts. At the end of the four years, this project seeks to achieve the following outcomes: 1) Increase student proficiency in grades K-8 in English-language arts and mathematics as measured by state and district measurements; 2) Increase student proficiency in grades K-8 in the visual and performing arts as measured by standards aligned assessments; 3) Increase student and teacher proficiency in utilizing technological tools effectively with the arts and core subject areas (Competitive Preference Priority #2). ETI will use surveys to measure the effectiveness of the teacher professional development activities. A pre-test-posttest comparison group design will be implemented to measure student achievement in ELA and math (learning outcome 1) and a pre/post test assessment will be used to measure students’ VAPA proficiency (learning outcome 2). Teachers will self-report on their ability to utilize technological tools effectively (learning objective 3).

Center Theatre Group’s (CTG) Target Young Audiences Program (YAP) provides middle and high school students with a comprehensive theatre education experience. The YAP includes program components such as an Educator Conference, student and educator resources, in-class Teaching Artist sessions, and the opportunity to attend a professional theatre performance. The Evaluation and Training Institute (ETI) was contracted to conduct a formative evaluation for all components of the YAP, with a particular emphasis on the effectiveness of the YAP materials. ETI used a mixed-methods approach, which included an online survey for all participating teachers and focus groups for more detailed information. This approach to formative evaluation was implemented to examine how teachers use both the Educator Resources and the Discovery Guide (and the ways in which their students use this), the extent to which teachers find the materials to be effective, and any recommendations for improvement.   

For the 2011 – 2012 academic program year ETI developed a two-tiered evaluation approach to 1.) Examine the educational impacts of the education outreach program and 2.) Provide strategic feedback to improve and strengthen the program design to effectively meet the experiential and academic needs of its participants. ETI administered post-only surveys to students and teachers for four different program iterations (performances with accompanying materials). We analyzed the data to highlight student knowledge and attitude gains as well as note any similarities and differences across program performances. We also provided a series of recommendations for program growth and development.

For the 2009/2010 school year, the Music Center launched a district partnership designed to provide students with quality arts learning experiences that align with the California Visual and Performing Arts (VAPA) Framework and Content Standards. The program also aimed to support key California arts education policy including arts-integrated professional development for teachers as well as provide support for district and school leaders in arts education. ETI developed a formative evaluation in order to assess the extent to which the program was meeting its goals and to provide timely feedback for program revision. Specifically, the evaluation addressed the ability of participating teachers to implement and assess anchor-work based arts lessons in the classroom; the effectiveness of principal and district leadership in providing support for the program, and the extent to which a sustainable infrastructure was developed to promote district-wide arts education implementation. ETI staff conducted classroom observations, interviews, and focus groups in order to assess the program’s ongoing effectiveness and develop a set of recommendations for program improvement. In the 2010/2011 school year the Music Center continued the district partnership. The evaluation for this time period focused on assessing teacher, school, district, and Music Center capacity to support the program as well as the effectiveness of the program for student learning. ETI developed a program-wide logic model as a blueprint to evaluate program capacity as well as outline anticipated short- and long-term outcomes for the AIP. ETI staff also conducted teacher surveys, principal and district leader interviews, and student focus groups in order to analyze the effectiveness of the program in meeting its goals. For the 2012 evaluation ETI used a retrospective evaluation design to document the AIP in its third year of implementation and examine the change in teacher practice and attitudes as a result of participation in program.