Large-scale arts assessments were developed in several states in the late 1990s and early 2000s, but many were abandoned after the passage of No Child Left Behind in 2002. Currently, only a few states including Kentucky, Washington, Rhode Island, South Carolina, and Minnesota have functioning large-scale arts assessment systems, though some are not mandatory. Supporters argue that arts assessments can help improve arts education by providing feedback on curriculum, instruction, and student learning. However, critics worry that a focus on standardized testing may undermine arts education in schools serving low-income students.

4. No Child Left Behind Signed by President Bush on January 8, 2002, the No Child Left Behind Act (NCLB) provides historic education reform for America's schools. According to the United States Department of Education, NCLB is intended to hold schools accountable for student achievement, return control of education to local authorities, and encourage instruction methods to be based upon research. NCLB is a new version of the 1965 law, the Elementary and Secondary Education Act (ESEA) Signed by President Bush on January 8, 2002, the No Child Left Behind Act (NCLB) provides historic education reform for America's schools. According to the United States Department of Education, NCLB is intended to hold schools accountable for student achievement, return control of education to local authorities, and encourage instruction methods to be based upon research. NCLB is a new version of the 1965 law, the Elementary and Secondary Education Act (ESEA)

6. Art is a Core Subject Education and arts supporters gained footing in the nation's education work when Goals 2000 and NCLB was passed, listing the arts as one of the "core academic subjects" of public education. Education and arts supporters gained footing in the nation's education work when Goals 2000 and NCLB was passed, listing the arts as one of the "core academic subjects" of public education.

8. NAEP Average “Responding” Visual Arts Grade 8 Race/Ethnicity 2008 Average responding score on NAEP Visual Arts Assessment was 0 to 300 White and Asian/Pacific Islander students had higher average responding scores in visual arts in 2008 than Black and Hispanic students. Responding questions asked students to analyze and describe works of art and design, thereby demonstrating their knowledge of media and techniques, visual organization, the cultural contexts of artworks, how works of art convey meaning, and the relationship between form and function in design.

9. NAEP Average “Creating Task” Score Grade 8 Race/Ethnicity Average responding score on NAEP Visual Arts Assessment was 0 to 300 Creating questions assessed students’ ability to communicate in works of art, think of different solutions to visual problems, and generate ideas for and then create works of art and design. These creating questions represented approximately one-half of the total assessment time in visual arts. The average creating task scores of White and Asian/Pacific Islander students were higher than the scores of Black and Hispanic students, but there were no significant differences between the scores of White and Asian/Pacific Islander students or between the scores of Black and Hispanic students

10. NAEP Assessment Visual Arts Avg. Responding Score Eligibility for free/reduced school lunch 2008 Average responding score on NAEP Visual Arts Assessment was 0 to 300 The average responding score of eighth-graders eligible for the National School Lunch Program was lower than the score of students who were not eligible. There is a 29-point score gap between the two groups. A student's eligibility for the National School Lunch Program, which offers free or reduced-price lunch to students from lower-income families, is used as an indicator of poverty.

11. Parent Education of Avg. Responding Scale Score NAEP Visual Arts Assessment Grade 8 Average responding score on NAEP Visual Arts Assessment was 0 to 300 Students who reported at least one parent graduated from college or had some education after high school had higher responding scores in visual arts than students who reported lower levels of parental education.

12. In the era of accountability...

22. “ As educators we need to ask ourselves what we are doing well and how can we do better. In pursuit of these important concerns we need to reflect on our actions and engage others in thoughtful, equitable, and honest assessment of our practices. -- Enid Zimmerman, Art Education, 1999, A Cautionary Tale for Those Involved in Large-Scale Assessments