A holistic education linked to creativity, innovation, critical thinking and local/global citizenship is increasingly marginalized in the United States as schools continue to struggle with the impact of high-stakes testing regimes. In particular, urban youths’ access to an education
that furthers their ability to choose lives they have reason to value, are circumscribed. Current discussions around the skills and capabilities necessary for youth to graduate and be equipped for meaningful lives beyond high school are aligned with research on the benefits of arts education.
This mixed-methods exploratory study uses aspects of Sen and Nussbaum’s capability approach to frame and examine a range of capabilities fostered through student engagement with arts education opportunities, what we refer to as arts pathways, inside of five small arts-focused high schools
in New York City, US.
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Document Type: Research Article
Art and Art History,Adelphi University, Garden City,NY, USA
Research and Evaluation,Adelphi University, Garden City,NY, USA
Annenberg Institute for School Reform (AISR),Brown University, Providence,RI, USA
New Visions for Public Schools, New York, USA
MDRC, New York, USA
Publication date: 2012-09-01
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