Research on student access to the arts was conducted for the Texas Cultural Trust by Dr. Brent Hasty from MINDPOP and Austin ISD partners in early 2018. The study utilized Texas Education Agency (TEA) data from the 2016-17 school year for every district and campus reporting to the state. Campus level data, including campus ratings, number of students, number of arts teachers, number of credits earned for arts classes and other classes, were aggregated to the district level to determine student-teacher ratios for arts teachers, number of unique arts courses taught, and average arts credits earned. From the district levels, averages were examined by region, by level (elementary, middle and high), by classification (urban, rural, etc), and the state overall. Analyses of Variance (ANOVA) were examined to ascertain the relationship between four campus level arts inputs and the state campus accountability rating. Because school structures and programs differ greatly by school level (i.e., elementary, middle, and high), analyses were run separately for each level. Each relationship that is reported as significant was at the p<.05 level.
Research on student success was conducted for the Texas Cultural Trust by MINDPOP, E3 Alliance, and Austin ISD in November 2014. The study utilized longitudinal statewide education data from The University of Texas at Austin’s Education Research Center (ERC), and focused on outcomes for middle and high school students based on their cumulative enrollment in arts courses. Academic outcomes examined included school attendance, standardized test passing rates, graduation rates, and post-secondary enrollment. The cohorts included students registered between 2010–2011 and 2012–2013 (middle school), and between 2009–2010 and 2012–2013 (high school).