Comparing standardized test scores among arts-integrated and non-arts integrated schools in Central Mississippi

The topic of arts integration creates continuing dialog among educators and arts advocates. This study examined the degree to which student achievement was affected when arts education is limited or eliminated from schools to meet the mandates of NCLB (2001) legislation. Standardized test scores from 12 schools in Central Mississippi were used to determine if statistically significant differences existed in achievement levels of students who participate in arts integration through a specific arts program called the Whole Schools Initiative (WSI) and students not participating in the program. The quantitative measure used in this study was the Mississippi Curriculum Test 2 (MCT 2). The criteria for schools selected for the study included six that participated in the Mississippi Arts Commission: Whole Schools Initiative and six, in the same school districts, that did not participate in WSI.;A discussion of the research presented in this study provided an overview of the history of arts integration in public schools and offered viewpoints on the topic of arts integration into the academic curricula from advocates and opponents. The theoretical framework focused on student cognition and the manner in which students construct knowledge through social learning environments. The goal of the research was to provide information educators may use when determining the extent to which arts integration is implemented in school districts.