Abstract
With the intent of improving understanding of cuts to elementary arts programs, the purpose of this research was to investigate how one urban school district (Lansing School District in Lansing, Michigan) eliminated its elementary arts specialists. Research questions were (1) What policy conditions enabled the Lansing School District’s decision to cut its elementary arts specialists? and (2) How did the decision-making process unfold? This instrumental case study drew on policy analysis, and data sources included 18 interviews with former Lansing School District teachers, current employees, and community arts provider representatives as well as related documents and researcher memos. After coding for themes, I used the Advocacy Coalition Framework to organize findings by research question. Findings showed that a confluence of macro- and microlevel policy conditions enabled the cuts, including declining enrollment, budget problems, and a negative perception of elementary arts teachers facilitated by permissive teacher certification/assignment policies. Analysis also showed that the decision-making process was characterized by rival coalitions whose membership was defined by belief systems. Based on the findings, I offer critical reflection on a number of topics and offer general recommendations as well as implications for researchers.
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