English language learners were more likely to attend school and to meet the STAAR passing standards in reading and math when their teachers used creative teaching strategies more frequently.

In this report, we grouped students into three distinct categories, based on patterns that emerged in arts participation during high school, which we named spartans, explorers, and deep divers. Our hope is that understanding these patterns in arts participation will inform how we strategize for more equitable access to the arts during high school.

This report explains the Creative Learning Initiative’s new measures that evaluate visual and performing arts participation at all secondary schools.

This report examines the impact of Creative Teaching techniques on students’ academic growth on the State of Texas Assessment of Academic Readiness (STAAR) reading and math tests from 2016–2017 to 2017–2018.

This report summarizes the CLI implementation activities. Overall, CLI implementation in 2018–2019 was comparable to prior years and continues to have a positive impact on students.

This report discusses the relationship between sequential fine arts participation and student outcomes for the school year 2017–2018 and how the relationships differ between based on student characteristics (i.e. race, ethnicity, special education status and limited English speaking status).

This report, the second in a series of three on CLI, shares teacher’s reactions to training in Creative Teaching, how and why they use it in the classroom, and how that usage relates to student outcomes.

Access, Creative Teaching, and the Community Arts Network