One of the aspects that distinguishes OMA from other arts integration projects is its use of independent research to track results. Since 2001, OMA has worked with WestEd–a nationally known educational research firm–to do primary research on OMA’s effectiveness. In designing the original study, WestEd worked with the Tucson Unified School District (TUSD) to pick three “research” schools that would fully implement the OMA model and three “control” schools that would use standard teaching methodology. All six schools were TUSD elementary schools with high percentages of children living in poverty, learning English as a second language, and living in families who moved frequently. The three “control” schools were demographically matched to the “research” schools. The study occurred over three years, from 2001 through 2004.

 WestEd not only looked at the individual schools and grade levels, but also followed individual students, only using data from students that stayed in the program during the entire three-year study period. WestEd’s research focused on answering two primary questions: Does OMA have a positive effect on test results in reading, writing, and math; and does OMA improve teacher effectiveness? The answer to both was a resounding yes.

 The research found significant results even after the first year of analysis, which is highly unusual. Both student test scores and teacher effectiveness showed measurable improvement at OMA schools. At the end of the three-year research study, WestEd looked extensively at the data for third graders. These students had been in OMA since kindergarten and had taken both the Arizona-mandated AIMS tests and the national Stanford 9 achievement tests. Below are the results for both: