Abilene Christian University Digital Commons @ ACU Electronic Theses and Dissertations Electronic Theses and Dissertations 10-2020 Urban School Leaders and Community Partners in Support of Arts Education: A Narrative Study Monica L. Elmore [email protected] Follow this and additional works at: https://digitalcommons.acu.edu/etd Part of the Art Education Commons Recommended Citation Elmore, Monica L., "Urban School Leaders and Community Partners in Support of Arts Education: A Narrative Study" (2020). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 266. This Dissertation is brought to you for free and open access by the Electronic Theses and Dissertations at Digital Commons @ ACU. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ ACU. This dissertation, directed and approved by the candidate’s committee, has been accepted by the College of Graduate and Professional Studies of Abilene Christian University in partial fulfillment of the requirements for the degree Doctor of Education in Organizational Leadership Dr. Joey Cope, Dean of the College of Graduate and Professional Studies Date: 10/9/2020 Dissertation Committee: Dr. Antonina Lukenchuk Dr. Amy Barrios Dr. Simone Elias Doc ID: b3042f19fdd698f88854fe6a59a383d25bd3ebe3 Abilene Christian University School of Educational Leadership Urban School Leaders and Community Partners in Support of Arts Education: A Narrative Study A dissertation submitted in partial satisfaction of the requirements for the degree of Doctor of Education in Organizational Leadership by Monica L. Elmore October 2020 i Dedication For my two daughters, Jasmine Therese and Julia Rose, I dedicate this dissertation to you as a testament of what can be achieved through faith in God, dedication, and hard work. Remember that anything is possible with God at the center of your life. May you both realize the power in education and use it to serve as trailblazers in your own right. I love you to the moon and back and will always be there to cheer you on. I would also like to dedicate this study to my remarkable cousin Wendell A. Sancho, Sr. and my dynamic grandmother Gloria Melba Gaines Nevius, who both transitioned during the Covid-19 Pandemic. They both were two incredible musicians who saw the value of arts education. I miss both of you so much and know that you were with me in spirit as I finished my dissertation. Our family wouldn't be who we are today without your unconditional love, guidance, and support. Love, mom, cousin, and granddaughter ii Acknowledgments I would like to first give thanks to God Almighty for his abundance of love, guidance, mercy, and grace. Without you, my Lord and Savior, I would have never had the strength to keep going during the times that I felt like giving up. Your outpouring of love is what kept me going in some of the most challenging times during this dissertation process. I also want to acknowledge my parents, Phillip and Myra Nevius, for the active role in raising me into the person I am today. Dad, you have always been my hero and cheerleader, and I am truly blessed to have you as my father. Mom, you have always been my rock and have inspired me to do my best and work towards my fullest potential. I would also like to thank my husband, Matt, for his unwavering love and guidance throughout my doctoral journey. Words can't even begin to express how blessed I am to have you as my soulmate and best friend. Thank you for giving me words of encouragement and for also serving as my unofficial proofreader. This dissertation is just as much yours as it is mine. I also want to thank my two beautiful daughters, Jasmine Therese and Julia Rose, for loving me unconditionally throughout this process. You sacrificed so much during these last three years so that I could finish my studies. Thank you for your patience, love, and understanding throughout my doctoral program. I am truly blessed to be your mom and thank God every day that he gave me such AMAZING daughters. A special thanks go to my brother Richard Nevius, my aunt Patricia Nevius Peterson, and my uncle Marc Barnes for your love, guidance, and support during this three-year journey. I would also like to thank my other family members and friends for their prayers and continued support. A special thank you to my remarkable committee members, Dr. Simone Elias and Dr. Amy Barrios. Your knowledge, feedback, and guidance were instrumental in helping me grow as a researcher. Thank you for all your support in helping me to grow as a researcher. To my iii phenomenal dissertation chair, Dr. Antonina Lukenchuk, “my perfect match.” God answered my prayers when he hand-picked you to be my advisor. Words can't even begin to express the level of gratitude and gratefulness that I feel towards you. Thank you for taking me by the hand and guiding me to achieve beyond what I thought was possible throughout this dissertation journey. Thank you to the favorable 14 for entrusting me with your beautiful narratives and allowing me into your worlds and life experiences. I feel truly blessed to have had the opportunity to share your heartfelt stories in my study. Your narratives will always have a special place in my heart. iv © Copyright by Monica L. Elmore (2020) All Rights Reserved v Abstract The purpose of this study was to understand the experiences of school leaders and community partners with arts education in three K-12 urban public school districts in Northern New Jersey that have implemented and sustained arts education programs. This narrative study explored each participant's journey, how the arts first came into their lives, and what they have done in their careers to promote arts education in urban schools. Commonalities include advocacy, funding, exposure, learning equality, value, and emotion. The participants in this study shed light on their successes and challenges with advocacy. They also shared their leadership path and the value the arts have on student learning. Another common thread among the favorable 14 participants is the arts' connection to diversity and inclusion work. Resulting from data analysis are the following six main themes that speak to the research questions posed for this study: (a) Advocacy for Arts Education in Urban Schools, (b) The Pathways to Leadership, (c) Constraints and Obstacles, (d) Curriculum and Learning, (e) Value and Potential of Arts Education, and (f) Arts for Social Justice. The narrative design was utilized through the lived stories and experiences of the 14 participants who have been trailblazers and champions of arts education in their respective school communities. In addition to filling a gap in the research body, this study provides in-depth recommendations on how arts advocates can implement, sustain, and retain arts education programs in their schools and districts. Keywords: arts education, advocacy, funding, exposure, learning equality, value, emotion vi Table of Contents Acknowledgments............................................................................................................... ii Abstract ................................................................................................................................v List of Tables .......................................................................................................................x List of Figures .................................................................................................................... xi Chapter 1: Introduction ........................................................................................................1 Background of Study .....................................................................................................1 Arts Education Under Every Student Succeeds Act (ESSA) ...................................2 Statement of the Problem ...............................................................................................3 Research Purposes and Questions ..................................................................................5 Positionality Statement: My Story .................................................................................5 Moving to Pennsylvania ..........................................................................................6 My Educational Journey ..........................................................................................7 Professional Dance Experience................................................................................7 The Personal and the Political..................................................................................8 Chapter 2: Literature Review .............................................................................................11 Overview of Federal Regulations Pertaining to Arts Education ..................................11 The Elementary and Secondary Education Act of 1965 ........................................11 ESEA, Federal Education, and Accountability ......................................................12 NCLB and Arts Education .....................................................................................13 Every Student Succeeds Act ..................................................................................14 Funding Arts Education ...............................................................................................15 Decreased Funding for Arts Education in Urban Schools .....................................16 Power and Benefits