Arts Integration & STEAM Research

“STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking. The end results are students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process.” – IAS definition

Looking for evidence to support using creative approaches in the classroom? Start here.

Latest Release

STEAM IN K-12 SCHOOLS: A REVIEW OF EVIDENCE REQUIRED

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“STEAM education uses arts integration as an instructional approach — and for experiential and inquiry-based learning — and provides multiple access points for students to engage in the creative process and meet objectives in all subject areas.”

– Education Commision of the States

Tiers of Evidence

Approaches must be supported by high-quality, quantitative research

In order to use the federal funds from ESSA, schools must show they are using quantitative research-based approaches that contain evidence of positive outcomes. Based on the ESSA law, acceptable evidence falls into one of 3 tiers: Strong, Moderate or Promising.

Tier 1 – Strong Evidence: supported by one or more well-designed and well- implemented randomized control experimental studies.

Tier 2 – Moderate Evidence: supported by one or more well-designed and well- implemented quasi-experimental studies.

Tier 3 – Promising Evidence: supported by one or more well-designed and well- implemented correlational studies (with statistical controls for selection bias).

FIND FUNDING

Qualifying Research for Our Approach

Tier 1 Level Evidence:

A Study on the Relationship Between Theater Arts and Student Literacy and Mathematics Achievement.

Can be used as evidence for: Title I, Sec. 1003: School Improvement

Tier 2 Level Evidence:

Using Arts Integration to Make Science Learning Memorable in the Upper Elementary Grades: A Quasi-Experimental Study.

Can be used as evidence for: Title I, Sec. 1003: School Improvement

Tier 1 Level Evidence:

Cultivating Common Ground: Integrating Standards-Based Visual Arts, Math and Literacy in High-Poverty Urban Classrooms

Can be used as evidence for: Title II, Part A: Supporting Effective Instruction

What to Look For

WHEN REVIEWING RESEARCH FOR FEDERAL FUNDING USE

When reviewing research surrounding arts integration and STEAM, it is important to:

Determine if the research has been peer reviewed to ensure the academic integrity of the study is maintained.

Additionally, monitor the source of the research. Ensure that the study you are reviewing was originally published by an outside source and not simply uploaded to a crowdsourced research site by the individual researcher.

Finally, look for signs of a high-quality, accepted research design. These include quantitative research designs (i.e. descriptive, correlational, quasi-experimental, or experimental), and qualitative designs (i.e. phenomenology, ethnography, grounded theory, case study, or narrative).

All of our courses, conferences, and curricular supports are fully supported by high-quality research, and include the requisite Tiers 1-3 levels of evidence. This ensures whatever path you take with us, you can leverage Federal Funds to help support your goals.

Additional Research and Policy-Position Papers

In addition to the research featured in the table above, here are a list of other selected articles which may prove helpful in exploring the STEAM education approach advocated by IAS:

General Research:

Secondary school creativity, teacher practice and STEAM education: An international study

Co-Measure: developing an assessment for student collaboration in STEAM activities

Designing STEAM for Broad Participation in Science

From The Education Commission of the States:

Opportunities for STEAM Education Through ESSA and Perkins V

Preparing Students for Learning, Work and Life Through STEAM Education

Policy Considerations for STEAM Education

From Arts Education Policy Review:

Molly L. Kelton, Patti Saraniero. (2018) STEAM-y Partnerships: A Case of Interdisciplinary Professional Development and Collaboration. Journal of Museum Education 43:1, pages 55-65.
Jen Katz-Buonincontro (2018) Gathering STE(A)M: Policy, curricular, and programmatic developments in arts-based science, technology, engineering, and mathematics education Introduction to the special issue of Arts Education Policy Review: STEAM Focus, Arts Education Policy Review, 119:2, 73-76, DOI: 10.1080/10632913.2017.1407979

From State Education Agency Directors of Arts Education (SEADAE):

SEADAE Definition of STEAM Education

More Research

WANT MORE? HEAD OVER TO ARTSEDSEARCH

The clearinghouse for research published regarding arts integration and STEAM.

EXPLORE NOW

More Research

WANT MORE? HEAD OVER TO ARTSEDSEARCH

The clearinghouse for research published regarding arts integration and STEAM.

EXPLORE NOW

Learn how to integrate the arts and still get through your curriculum.

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