Tripney, J; Newman, M; Bird, K; Vigurs, C; Kalra, N; Kwan, I; Bangpan, M; (2010) Understanding the impact of engagement in culture and sport: a systematic review of the research on the learning outcomes for young people participating in the arts. (CASE programme: understanding the drivers, impacts and value of engagement in culture and sport ). Department for Culture, Media and Sport: London.

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Abstract

What do we want to know? What impact does young people's participation in the arts have on their learning, achievement and skills? / Who wants to know and why? It is widely believed that participation in the arts has a range of benefits for young people. Policy-makers wish to understand more about the nature and quantity of such benefits in order to make better decisions about how to make further investment in the arts. / What did we find? When compared to non-participation in structured arts activities, participation in structured arts activities improves: / secondary school students' academic attainment / pre-school and primary students' early literacy skills / young people's cognitive abilities (based on various measures of intelligence) / young people's transferable skills. / There is promising, yet insufficient, evidence that participation in arts activities improves primary school aged children's academic attainment. These findings are based on 24 'high quality' studies conducted in North America, Europe or Asia. Study populations included young people within the age range of 3-16 years. / What are the implications? In most instances, the number of studies that addressed each of the specific sub-questions was small. Any consideration of policy responses will need to take into account a wide range of other knowledge about policy and practice, other benefits that might be obtained from participation in arts, and the potential for other mechanisms to deliver these outcomes and costs. The size of the impacts identified could be interpreted as follows: The participation of young people of secondary school age in structured arts activities could increase their academic attainment scores by 1% to 2%, on average, above that of non-participants (all other things being equal). / The participation of young people in structured arts activities could increase their cognitive abilities test scores by 16% to 19%, on average, above that of non-participants (all other things being equal). / The participation of young people in structured arts activities could increase their transferable skills test scores by 10% to 17%, on average, above that of non-participants (all other things being equal). / How did we get these results? We carried out a systematic review of empirical research on engagement, impact and value in culture and sport published in English since 1997. A comprehensive search strategy was used to identify studies and a combination of manual and automated screening was used to select studies for inclusion based on pre-specified inclusion criteria. To be included in this indepth review, studies had to focus on arts participation by young people, use a high quality experimental research design and have quantitative outcome measures. Results from the individual studies were transformed into a standardised effect size and, where appropriate, meta-analysis was used to combine the results from individual studies. Implications about the interpretation of the results of the synthesis were derived using a standardised framework.

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