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Arts Integration And Student Achievement, Sheryl Denise Ray

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Abstract This is a quantitative cross sectional survey design dual method study to test a theory that relates arts integration to achievement for students in grades two through six at three arts magnet schools and five non-arts schools in two school districts in Minnesota. Demographic groups studied included special education, ethnicity, socioeconomic status (FR), Limited English Proficiency (LEP), gender, and gifted. The dual design method included the use of cross tabulations, chi-square tests, MAP RIT results, and teacher practice survey responses to find relationships. Oreck’s (2000) Teaching with the Arts Survey (TWAS) was examined and used as a resource to …