The document presents a report on the role and status of arts education in a national sample of 13 elementary schools. It focuses on how conditions of elementary schooling affect arts programs, whether arts education is an important part of the total educational experience, and the degree to which arts education furthers creativity and artistic/aesthetic goals. Data were collected through classroom observations; surveys of students, teachers, parents, and administrators; interviews with students and teachers; and analysis of curriculum materials. Topics investigated included amount of time spent on arts activities, student and teacher interest level, teacher training in art, availability of art specialist help, interactions between students and teachers during art class, principals' attitudes about the importance of arts programs, and school resources devoted to art. Findings indicated that the arts joined science and physical education at the lowest status position in the schools' curricula, students were encouraged to follow directions rather than be creative, and most students rated the arts as interesting, enjoyable, and relatively easy. The conclusion is that arts educators should examine existing arts practices and general schooling conditions before advocating increased support for current programs or recommending changes. (Author/DB)