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discipline, bigotry, prejudice, and intolerance to diversity (Sabol, 1999). For urban
populations factors such as truancy and absenteeism, student turnover, gangs and
violence, substance abuse, teen pregnancy, overcrowding, inclusion, low student
motivation and poor attitude, dysfunctional families, teacher burnout, child abuse, racial
tension, suicide, incarceration, and homelessness (Sabol, 1998). In association with these
findings, the involvement of parents and community members in school decision-making
reduced discipline referrals, lowered absenteeism and class failures, improved test scores,
and increased graduation rates (Olson, 1998). In order to bridge the gap between school
and community, supervisors and administrators must be mindful of the need for their own
ongoing professional development (Sabol, 2005). Quality leadership, making informed
decisions, and developing and implementing effective change are all dependent upon
cultivating the necessary professional skills.
Schools in America have had the reputation of preparing students for the
workplace without emphasizing the knowledge and skills necessary to perform in the
workplace. An overemphasis on practical capabilities in disciplines such as language arts
and mathematics has allowed a dramatic disregard for how basic skills will be applied in
real-life situations (National Commission on Excellence in Education, 1983).
Underfunded schools are incapable of providing quality educational experiences, but the
narrowing of curriculum also has been seen as the product of increased accountability on
basic skills (President’s Committee on the Arts and the Humanities, 2011). An arts
education provides experiences beyond rote learning by requiring individuals to use what
they know in order to solve problems, make assumptions, and consider multiple
possibilities. William J. Bennett, the U.S. Secretary of Education in 1988, stated that,