NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED557020
Record Type: Non-Journal
Publication Date: 2014
Pages: 127
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3211-1882-7
ISSN: N/A
The Relationships among the Fine Arts, School Culture, and High School Graduation Rates in Georgia
Lovett, Andrew, Jr.
ProQuest LLC, Ph.D. Dissertation, Mercer University
High school graduation is the single largest hurdle that students must achieve to prepare for college and career (National Governor's Association, 2011). Fleischman & Heppen (2009) agree that American high schools must address the problem of declining graduation rate. Approximately 1.28 million students drop out of high school annually (Amos, 2008; "Education Week," 2008; Tyler & Lofstrom, 2009). Lack of engagement is a reason students drop out of high school (Bloom, 2010; Ruppert, 2006). Ruppert (2006) states that participation in the arts is a strategy for engaging students. Deasy (2008) agrees that the arts create positive and empowering culture in a school. The National Governor's Association (2011) believes that school culture is key in measuring school performance. The purpose of this study was to determine if there were relationships among the graduation rate of a school, the number of fine arts courses offered, and the culture of the school. A quantitative survey design was used to gather responses to answer the six research questions. The graduation rate of each participating school was collected from the state website. The number of fine arts courses was collected from the demographic section of the survey. School culture was determined using the Organizational Description Questionnaire (Bass& Avolio, 1992). Data were collected over a period of three weeks. The findings for the 32 participating schools revealed that there were no relationships between the number of fine arts courses, school culture, and graduation rate. Additionally, for the 32 participating schools, the number of fine arts courses and the culture of the school were not predictors of graduation rate. Conclusions and implications discussed may guide instructional leaders to consider what other factors may have an impact on graduation rate other than the number of fine arts courses and school culture. Relying solely on the number of fine arts courses as a variable to determine the relationship between fine arts and graduation rate and school culture can be misleading for determining the impact of the fine arts. Additional research in this field may include longer time, use of a different instrument, expansion to include more states, and a mixed methods approach. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia