Abstract
The author investigates the condition of a public school's arts education program under the No Child Left Behind (NCLB) Act and obtains teachers' perspectives on their experiences under the federal policy. The author used qualitative and quantitative approaches to conduct a case study of an Ohio public school district. The data collected revealed changes in the arts education curriculum, particularly in music. Teacher interviews provided the context in which the changes occurred and a more accurate representation of the decrease in arts learning opportunities and the challenges that exist for arts education funding under NCLB. The information illustrated how administrative decisions made to improve test scores and accommodate policies mandated by NCLB threatened arts education.
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