Author Archives: Steven Holochwost

I was in a meeting recently with a client that runs STEM- and STEAM-based programs for middle- and high-school students. One of the purposes of these programs is to prepare students for the careers of the future, and therefore the … Continue reading

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A little over a year ago, I had the good fortune to participate in a symposium hosted by the National Institutes of Health (NIH) and the Kennedy Center entitled “Music and the Brain: Research Across the Lifespan.” Over the course … Continue reading

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In my roles as Senior Research Scientist at WolfBrown and Visiting Assistant Professor in the School of Education at Johns Hopkins University, I conduct evaluations of educational programs for children — in particular, children at risk. One of the areas … Continue reading

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I recently had the opportunity to speak to a group of students who had been enrolled in a music education program in middle school, and who had gone on to continue making music in high school. In the course of … Continue reading

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Recent criticism of El Sistema, the program of orchestral music instruction founded by Jose Abreu in Venezuela, has caused concern within the community of Sistema-inspired programs taking root here in the United States, which we are currently evaluating in a two-year national study funded … Continue reading

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In 2012, my colleague, Dennie Palmer Wolf and I took on an evaluation of a choral residency program from Carnegie Hall’s Musical Connections program. Funded through the ArtWorks program at the National Endowment for the Arts, the project offered a chance to … Continue reading

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In his entry above, my colleague Tom Wolf focused on the value of what Craig Ramey has called big data: data designed to inform people about the state of a sector or field. But lately my colleague Dennie Palmer Wolf … Continue reading

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For many years arts education programs have been caught between a rock and a hard place. On the one hand, they have been asked to demonstrate that participation yields instrumental benefits such as improving school attendance or achievement. This is … Continue reading

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I was recently speaking with someone about performing an evaluation of a music education program for young children. Given the relatively small number of children enrolled in the program (approximately 100), we discussed the possibility of collaborating with other similar … Continue reading

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As a program evaluator, I am often asked to tell people what things “really mean.” This is invariably a cause for concern. I can, given reliable measures and conditions conducive to careful data collection, say with confidence that the scores … Continue reading

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