Understanding the Current Educational Climate in California Arts Magnet Schools

Persistent Link:
http://hdl.handle.net/10150/193235
Title:
Understanding the Current Educational Climate in California Arts Magnet Schools
Author:
Colbert, Cortney Alan
Issue Date:
2007
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The Magnet Program for California public schools was established with the purpose of allowing students to have some choice in how they are educated. Each magnet school has a specific curriculum emphasis. This study focuses on those classified as Art Magnet Schools. With the advent of such legislation as the No Child Left Behind Act, schools have placed an increased emphasis on Math, Science, and Language Arts. This emphasis has been pushed along in part, by an increase in high-stakes testing that is taking place in all public schools. This has caused a shaky ground for Arts Magnet Schools in California to stand on. Some schools are finding that their emphasis in Arts is now in jeopardy. This study shows that although the perception of the majority of teachers is that things are worse currently than in the past, they are optimistic as to what will occur in the future.
Type:
text; Electronic Thesis
Keywords:
Magnet; Art; Education; California; Legislation; School
Degree Name:
MA
Degree Level:
masters
Degree Program:
Art Education; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Garber, Elizabeth
Committee Chair:
Garber, Elizabeth

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleUnderstanding the Current Educational Climate in California Arts Magnet Schoolsen_US
dc.creatorColbert, Cortney Alanen_US
dc.contributor.authorColbert, Cortney Alanen_US
dc.date.issued2007en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe Magnet Program for California public schools was established with the purpose of allowing students to have some choice in how they are educated. Each magnet school has a specific curriculum emphasis. This study focuses on those classified as Art Magnet Schools. With the advent of such legislation as the No Child Left Behind Act, schools have placed an increased emphasis on Math, Science, and Language Arts. This emphasis has been pushed along in part, by an increase in high-stakes testing that is taking place in all public schools. This has caused a shaky ground for Arts Magnet Schools in California to stand on. Some schools are finding that their emphasis in Arts is now in jeopardy. This study shows that although the perception of the majority of teachers is that things are worse currently than in the past, they are optimistic as to what will occur in the future.en_US
dc.typetexten_US
dc.typeElectronic Thesisen_US
dc.subjectMagneten_US
dc.subjectArten_US
dc.subjectEducationen_US
dc.subjectCaliforniaen_US
dc.subjectLegislationen_US
dc.subjectSchoolen_US
thesis.degree.nameMAen_US
thesis.degree.levelmastersen_US
thesis.degree.disciplineArt Educationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorGarber, Elizabethen_US
dc.contributor.chairGarber, Elizabethen_US
dc.contributor.committeememberBeuderten_US
dc.contributor.committeememberArenasen_US
dc.identifier.proquest2527en_US
dc.identifier.oclc659748431en_US
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