CAPE engages external, university-based researchers who work with our program staff to create research plans, define methods of measurement, and collect, analyze, and report on data from our classrooms. This approach to arts education research allows us to continually improve our programs and contribute proven best practices back to the field.
CAPE has worked with notable researchers in the field of arts education, including Dr. James Catterall, Dr. Larry Scripp, Dr. Gayle Burnaford, Dr. Louanne Smolin, and Dr. Karen DeMoss, on single-year and longitudinal research studies that collect and analyze both quantitative and qualitative data from CAPE classrooms. CAPE’s research impacts and improves programming, contributes best practices to the field, and supports advocacy on the national level through participation in groups such as the Congressional STEAM Caucus and AEP.
CAPE research has revealed that arts integration optimizes teaching and learning. By partnering teachers and teaching artists, data shows that classroom increase access to academic success for all learners and especially impacts students from economically disadvantaged communities. Research on CAPE’s professional development model reveals that teachers increasingly expand their teaching practices and curriculum design abilities as a result of CAPE PD’s…etc.
As one of the first arts integration practitioner organizations in the country, external researchers looked to CAPE’s innovative model in the 1990’s to understand the impact of arts integration on teaching and learning. In an ongoing effort to deepen the field’s understandings of arts integrated teaching and learning, CAPE continually engages external researchers to conduct short-term and longitudinal studies each year.