The study examined the extent to which recent art education concepts are reflected in materials circulated by state departments of education. Project staff members identified ten major concepts: aesthetic and humanistic education, environmental design, interrelated arts, visual literacy, community resource utilization, art education for exceptional or culturally different children, concept-based programs, and common art themes. A 25-item survey instrument was developed and administered to art coordinators to determine the extent to which they believed these key concepts were reflected in materials disseminated by their states. Classification and content analysis of these concepts revealed that interrelated arts and aesthetic education were mentioned most frequently. Further investigation of 12 states indicated that state coordinators take a unique approach to art education because of variations in political, geographical, and personnel factors. Findings indicated that most states do circulate some materials which give attention to aesthetic education, visual literacy, interrelated arts, and concept-based programs. The conclusion is that state coordinators in art education must increase coverage of these and other key concepts if they intend to make an impact on local educational practices. The implication is that it is time to create an information dissemination task force to coordinate state efforts. (Author/DB)