Abstract
This study described the California Senate Bill 813 specialized arts high schools through a case study methodology. The results provided detailed information for assisting local educational agencies in designing a fine arts high school in their community. The study addressed four general areas: (1) the historical origins of specialized arts high schools, (2) the operational processes at each school, (3) the evidence of results each school had developed, and (4) major implementation issues that should be addressed before opening an arts high school. Data were collected from the four selected arts high schools through an examination of existing documentation, observation of the program, and semi-structured interviews of students, teachers, parents, and administrators. In developing the instrument, a question was developed for each of the thirty-nine variables. Summary judgments were developed for twenty-eight of the variables utilizing a Likert interval scale of 1 to 5. The instrument was field tested utilizing an outside rater to insure interrater reliability of the instrument as well as interviewer objectivity. A Pearson r formula was calculated for the set of summary judgment ratings to measure the correlation between the scores of the outside rater and the interviewer. The data was analyzed by first describing each school separately as case studies, and then, examining each variable utilizing a matrix analysis format. This study provided significant findings in areas relating to specialized staffing, curriculum, leadership and support, finances, facilities, student outcomes, magnet programs, public relations, and operations. In addition, a checklist of questions and steps was developed for use in planning a new arts high school and in realizing the dream. This study also corroborates recent opinions that schools of choice provide one good way to improve our nation's educational system. It was recommended that: (1) dance and theatre teaching credentials be reinstated, (2) procedures for credentials and benefits of artist teachers be clarified, (3) districts learn to publicize these special schools, (4) businesses and arts communities become more involved with these programs, (5) operations be implemented to track students, (6) districts provide necessary personnel and technology, (7) academic and arts staffs work together to benefit the entire school and all students, (8) a district-wide K-12 arts curriculum will benefit the arts schools and all the students in the district, and (9) a school-within-a-school configuration is discouraged. Specialized arts high schools are growing in number and require increasing studies on such schools of choice to prove their worth.