Abstract
Purpose. The purpose was to describe the elementary specialized arts magnet school using a case study approach of selected schools in four general areas: historical origins, operational processes, evidence of results, and implementation issues. Methodology. The research setting was the set of elementary specialized arts magnet schools in California. The study population met four criteria: Schools (1) were a "choice " in arts education which operated at least nine months a year; (2) had a successful history (in operation for three to ten years); (3) included all four arts areas: music (instrumental and vocal), drama, dance, and visual arts; (4) were suggested by their regional director of the California Arts Project and/or County Office of Education's Arts Coordinator as model elementary arts schools. Findings. (1) There was a consistently high level of satisfaction among students about arts education, choice, and arts opportunities. (2) There was consistently strong parent support and involvement and a high opinion of arts and nonarts education and school choice. (3) Programs were well-publicized with rigorous arts and nonarts curricula. (4) Preferred teachers were strong and flexible with expertise or interest in the arts. (5) Schools faced many political challenges getting started. (6) There were very few discipline problems and very good attendance. (7) Few students left to return to their schools of residence. (8) There was high concern about funding. (9) There was widely understood and shared vision/mission. (10) There were key persons or groups keeping the vision alive. Recommendations. Elementary Arts schools should: (1) build community support during the planning stage; (2) develop a strong decision-making board of governance; (3) receive district support (outside conventional restraints) to select qualified, arts enthusiastic staff; (4) encourage good ambassadorship from stakeholders; (5) offer and publicize high standards for nonarts education showing how the arts help students achieve such standards; (6) develop with stakeholders an arts curriculum and formal evaluation aligned with national standards, state frameworks and local curriculum; (7) develop a clear, realistic public relations plan before the school begins.