“Investing in the highest quality innovative programs to enhance the knowledge, skills and educational experience of Delran’s students.”

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“The future belongs to young people with an education and the imagination to create.” – President Barack Obama

 

Facts

  • Student involvement in the arts is linked to higher academic performance, increased standardized test scores, greater involvement in community service, and lower dropout rates.(1)
  • Arts education fosters critical thinking, problem-solving, teamwork, and creativity.
  • Art education makes an impact on the developmental growth of every child and has been proven to help balance learning across socioeconomic boundaries.
  • Students who participate in the arts are (3):
    • 4 times more likely to be recognized for academic achievement
    • 3 times more likely to be elected to class office within their school
    • 4 times more likely to participate in a math and science fair
    • 3 times more likely to win an award for school attendance
    • Participate in youth groups nearly four times as frequently
    • Read for pleasure nearly twice as often
    • Perform community service more than four times as often

Our Goal

The DEF is interested in ensuring that the arts are available to all students, especially those at a young age.  One of the first items cut from a school district’s budget often is the arts, despite its myriad benefits to education. In order to provide the highest quality education for Delran students, our Arts Initiative will provide continuous, exciting arts programs to the district.

 


 

(1) Catterall, James S. (1997). UCLA Imagination Project, Graduate School of Education and Information Studies, UCLA. Involvement in the Arts and Success in Secondary School. Washington, D.C: Americans for the Arts.

(2)Involvement in the Arts and Success in Secondary School, James S. Catterall, The UCLA Imagination Project, Graduate School of Education & Information Studies, UCLA, Americans for the Arts Monograph, January 1998

(3)Stanford University and Carnegie Foundation For the Advancement of Teaching; 1998