[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-624278-105":59,"doc-detail-624278-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","cultural-learning-alliance-report-card-2024","Cultural Learning Alliance - Report Card 2024","","Cultural Learning Alliance presents its first Annual Report Card 2024, using annual indicators grounded in national time-series data to track children’s access to arts education through schooling in England. The report consolidates Arts education data from 2010–2023 and examines GCSE and A-Level entries, arts teaching provision, teacher recruitment and retention, and the enrichment gap between students from different socioeconomic backgrounds. It highlights erosion and inequality driven by EBacc subject prioritisation and related funding and assessment changes, while outlining evidence-based solutions and references.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/cultural-learning-alliance-report-card-2024/624278/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/cultural-learning-alliance-report-card-2024/624278.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What data sources and approach does the Report Card 2024 use?","Question",{"text":112,"@type":113},"It uses a clear set of annual indicators based on, as far as possible, national time-series data drawn from government data sets.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What major change is linked to the decline in Expressive Arts education?",{"text":117,"@type":113},"The introduction of the EBacc is described as causing a significant early impact on secondary studies, followed by ongoing subject hierarchy and policy-driven downgrading or exclusion of arts subjects and experiences.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the report mean by an “enrichment gap”?",{"text":121,"@type":113},"It presents evidence that young people from wealthier backgrounds have far greater participation in the Arts both in and out of school compared with peers from lower-income backgrounds.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},624278,1792473296,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":36,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":129,"read_time":143},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Cultural Learning Alliance  \nReport Card 2024  \n[www.culturallearningalliance.org.uk](www.culturallearningalliance.org.uk)  \nContents  \nAbout the Cultural Learning Alliance  \nCLA harnesses the power of its alliance to champion a right to Arts and culture for every child. It uses evidence to demonstrate the ways in which an Arts-rich education provides skills for life and skills for work, enabling all children to fulfil their potential.  \nCLA’s work is made possible by:  \nEsmée Fairbairn Foundation Paul Hamlyn Foundation  \nAbout this Report Card  \nThis is CLA’s first annual Report Card and has been developed to extend CLA’s evidence work through a clear set of annual indicators, based – as far as possible – on national time-series data drawn from government data sets.  \nAbout the author  \nWritten by Baz Ramaiah, on secondment to CLA from his role as Head of Policy for the Centre for Education and Youth.  \n[www.culturallearningalliance.org.uk](www.culturallearningalliance.org.uk)  \nForeword 3 Executive summary 7 Explanatory notes 13 Introduction and methodology 15 Indicator 1: GCSE entries for Arts subjects 17  \nIndicator 2: A-Level entries for Arts subjects and progression to Higher Education for Creative, Arts and Design subjects 21 Indicator 3: Number of Arts teachers and hours of Arts  \nsubjects taught 24 Indicator 4: Arts teacher recruitment and retention 27 Indicator 5: The ‘enrichment gap’ 33 Solutions 37 References 38  \nEndnotes 39  \nAcknowledgements 40  \nForeword Summary Notes Introduction Indicator 1 Indicator 2 Indicator 3 Indicator 4 Indicator 5 Solutions References Endnotes  \nForeword from the CLA Co-Chairs  \nCLA has regularly gathered data on Arts GCSE and A-Level take up, and on Arts teaching hours, but this is the first time that key Arts education data (2010-2023) has been comprehensively gathered together in one place.  \nWe are expanding our reporting across five new key indicators  \nWe are expanding our reporting across five new key indicators to provide a detailed survey of children’s and young people’s access to the Arts through their schooling in England.  \nWe hope that this annual state-of-the-nation overview will be of use to all those working in education delivery and policy, and in the cultural sector. Our findings will be valuable for those building a case to support their Arts education work. Importantly, they will enable policy-makers to be clear-sighted in understanding the landscape as they address Arts education policy issues over the next year.  \nWe now have a very clear view of what has been happening to Expressive Arts education in state schools over the past 14 years – since the introduction of the EBacc – and it is a stark picture of erosion and inequality. The decline has been driven primarily by a government focus on a narrow range of subject areas and therefore a systemic downgrading or exclusion of Arts subjects and experiences. Despite all that is known about the value of Arts subjects for children and young  \npeople, there has been a lack of value ascribed to the Arts within the state education system in England.1  \nThe introduction of the EBacc represented a huge sea change in our education system in 2010, as did the programme of school academisation, introduced in the same year. By 2011/12 the government had stopped funding a range of national Arts education initiatives, including Sing Up and Creative Partnerships. For Key Stage  \n4 qualifications, course work was reduced anda focus on assessment through end-of-course examinations was re-established. A hierarchy of subjects was introduced through the EBacc and has remained with us.  \nThere is a lack of value ascribed to the Arts  \nWe now have a very clear view of what has been happening to Expressive Arts education in state schools  \nForeword Summary Notes Introduction Indicator 1 Indicator 2 Indicator 3 Indicator 4 Indicator 5 Solutions References Endnotes  \nForeword from the CLA CO-Chairs  \nThe Expressive Arts can be a powerful way ","cbCaiutYEOeDi6lD","https://ap.wps.com/l/cbCaiutYEOeDi6lD","pdf",16058917,"English","# About the Cultural Learning Alliance\n# About this Report Card\n# Foreword\n# Executive summary\n# Explanatory notes\n# Introduction and methodology\n# Indicator 1: GCSE entries for Arts subjects\n# Indicator 2: A-Level entries for Arts subjects and progression to Higher Education for Creative, Arts and Design subjects","[{\"question\":\"What data sources and approach does the Report Card 2024 use?\",\"answer\":\"It uses a clear set of annual indicators based on, as far as possible, national time-series data drawn from government data sets.\"},{\"question\":\"What major change is linked to the decline in Expressive Arts education?\",\"answer\":\"The introduction of the EBacc is described as causing a significant early impact on secondary studies, followed by ongoing subject hierarchy and policy-driven downgrading or exclusion of arts subjects and experiences.\"},{\"question\":\"What does the report mean by an “enrichment gap”?\",\"answer\":\"It presents evidence that young people from wealthier backgrounds have far greater participation in the Arts both in and out of school compared with peers from lower-income backgrounds.\"}]","Cultural Learning Alliance - Report Card 2024 | PDF",101]