A statement on Arts Propel, a cooperative research project concerned with arts and humanities education in junior and high school levels. The statement details how Arts Propel was founded, what they aim to accomplish, the tools and methods they've developed, and why and how art and art education is an important assessment for children.

A thesis on, The Triumph of American Culture Over The Art Education Establishment: Findings from the U.S. National Assessment of Education Progress in Art by Brent Wilson. The article is in regards to the United States tasks of assessing educational progress in art. The National Assessment project, they have chosen to assess which school art educational programs have been effective, if the student responds to works of art, values art as an important human experience, know the history of art and can make reasoned judgement on quality of art work.

A document on the Indiana Fine Arts Diagnostic Achievement Tests, The Getty Center for Education in the Arts Student Assessment Meeting. The Indiana Fine Arts Diagnostic Achievement Testing program began in 1987 as a means to provide art teachers with new tools from which to measure student achievement in visual arts, music, theatre/creative drama and dance/creative movement. The purpose of the testing program is also to create / develop new tools to diagnose student and class strengths or needs.

A report, "Toward a New Generation of Student Outcome Measures: Connecticut's Common Core of Learning Assessment" by Joan Boykoff Baron, Pascal D. Forgione, Jr. Douglas A. Rindone, Hanna Kruglanksi and Bruce Davey. Connecticut State, Department of Education, Division of Research, Evaluation and Assessment. 165 Capitol Avenue - Room 340. Hartford, Connecticut. Presented at American Education Association Annual Meeting, San Francisco, California. Part of Symposium 28.01 Beyond Effective Schools: Quality Indicators for Evaluation Schools and Districts. The Connecticut State Department of Education (CSDE) has begun a multi-year assessment of the extent to which students in Connecticut display the knowledge and traits described in the Common Core of Learning (CCL). Science and mathematics were the two chosen subjects to be assessed under CCL.