This 2002 report is a compendium of research in arts education with more than 40 summaries of studies in the disciplines of dance, drama, multi-arts, music, and visual arts, along with essays and perspectives by leading scholars. Published by the Arts Education Partnership, with funding from the National Endowment for the Arts and the U.S. Department of Education, Critical Links explores current practices in arts education, examines the effect of the various arts disciplines on students’ Achievement and personal growth, and recommends future lines of research.

1. Proven methods and strategies for student learning, teaching, and school management that are based on scientifically based research and effective practices and have been replicated successfully in schools with diverse characteristics.
2. Comprehensive design for effective school functioning, integrating instruction, assessment, Classroom Management, and Professional Development and aligning these functions into a schoolwide reform plan designed to enable all students to meet challenging state content and performance standards and address needs identified through a school needs assessment.
3. Professional development. High-quality and continuous teacher and staff professional development and training.
4. Measurable goals for student performance and benchmarks for meeting those goals.
5. Support from staff. Support from school faculty, administrators, and staff.
6. Support for staff. Support for school faculty, administrators, and staff. (Added in 2001)
7. Parent and community involvement. Meaningful involvement of parents and the local community in planning and implementing School Improvement activities.
8. External assistance. High-quality external support and assistance from a comprehensive school reform entity (which may be a university) with experience in schoolwide reform and improvement.
9. evaluation. Plan to evaluate the Implementation of school reforms and the student results achieved.
10. Coordination of resources. Identification of how other available resources (federal, state, local, or private) will help the school coordinate services to support and sustain the school reform.
11. Scientifically based research. Scientifically based research to significantly improve the academic achievement of students participating in such programs as compared with students in schools who have not participated in such programs or strong evidence that such programs will significantly improve the academic achievement of participating children.

'Inside The Black Box Of High-Performing High-Poverty Schools' (2005) by Kannapel, P. J., & Clements, S. K., with Taylor, D., & Hibpshman, T.
Published by Prichard Committee for Academic Excellence, Lexington, KY

Although public schools are responsible for educating all students, they historically have had greater success educating middle-to-upper income and white students than poor and minority students. Nearly all the worst-performing schools in Kentucky and across the nation are high-poverty schools. But there are also striking exceptions to the pattern of low income/low performance. There are enough schools that defy the trend to prove that the background of the student body does not have to determine achievement results.

1. Organize schools for teaching and learning success, by creating small professional communities of teachers focused on what research tells us about how children learn
2. Insist on high quality teacher preparation, accreditation, and licensure.
3. Create rewarding professional career paths that include mentored induction of novice teachers and rewards for accomplished teaching.

'No Dream Denied: A Pledge to America's Children' by The National Commission on Teaching and America’s Future (NCTAF)
Published by NCTAF, Washington, DC

What Still Matter Most: Quality Teaching In Schools Organized For Success
To ensure that beginning teachers are prepared to meet high standards, the Commission advocates the following criteria as benchmarks for teacher preparation, licensing, and hiring. They capture an emerging, research-based consensus about what teachers should know and be able to do to support student learning; they stand as the superscript for this entire report. When we speak of “highly qualified beginning teachers,” we mean teachers who:

• Possess a deep understanding of the subjects they teach
• Evidence a firm understanding of how students learn
• Demonstrate the teaching skills necessary to help all students achieve high standards
• Create a positive learning environment
  
• Use a variety of assessment strategies to diagnose and respond to individual learning needs
  
• Demonstrate and integrate modern technology into the school curriculum to support student learning
  
• Collaborate with colleagues, parents and community members, and other educators to improve student learning
  
• Reflect on their practice to improve future teaching and student achievement
  
• Pursue professional growth in both content and Pedagogy
• Instill a passion for learning in their students