Advancing Arts Education Through Systems Improvement and Research Translation
Rebecca A. Stone-Danahy, Ed.D., is a scholar-practitioner whose research examines how assessment, inquiry-based learning, and institutional systems design expand equitable access to high-quality arts education. Her work integrates improvement science, performance measurement, and curriculum innovation to strengthen the field at scale.
Her scholarship centers on the intersection of rigor, equity, and sustainability—ensuring that arts education is academically robust and institutionally viable.
Publications
Stone-Danahy, R. A., Escoffery, D. S., Tabony, N., & Packer, T. (2025). Assessment in the service of learning: an example from AP® Art and Design. In E. M. Tucker, H. T. Everson, E. L. Baker, & E. M. Gordon (Eds.), Handbook for assessment in the service of learning (Volume III ed., pp. 53–92). UMassAmherst.
This chapter illustrates how large-scale portfolio assessment systems can function as instructional tools, aligning validity, reliability, and professional learning to strengthen educator practice.
Escoffery, D. S., Fletcher, K. E., & Stone-Danahy, R. A. (2025). "A search for my voice:" Socioculturally responsive assessment in AP Art and Design. In R. E. Bennett, L. D. Hammond, & A. Badrinarayan (Eds.), Socioculturally responsive assessment (pp. 262–282). Routledge. https://doi.org/10.4324/9781003435105-16
Examines portfolio-based assessment through a sociocultural lens, highlighting how assessment systems can support student voice, identity, and agency.
Doctoral Research
Ed.D., Education Systems Improvement Science
Clemson University, 2024
Dissertation:
Enhancing Access to Inquiry-Based Art Education in Title I Schools: Addressing Inequities and Promoting Student-Driven Learning
This research examined how structural alignment, instructional design, and resource allocation influence access to inquiry-based arts education in under-resourced contexts. Using systems improvement methodologies, the study identified actionable levers for increasing instructional coherence, expanding opportunity, and supporting sustainable implementation.
This work continues to inform her leadership across national and institutional settings.
Research Focus Areas
Rebecca’s scholarship and professional leadership focus on:
Assessment systems design and validity in arts education
Inquiry-based curriculum and instructional innovation
Equity and access in Title I and under-resourced schools
Research-to-practice translation models
Governance and performance frameworks in distributed educational systems
Her work emphasizes disciplined strategy, measurable outcomes, and cross-sector collaboration.
Research Translation & Field-Level Impact
Beyond traditional publication, Rebecca advances research-informed system design at national scale.
As Director II for AP Art and Design at the College Board, she has:
Overseen assessment of 82,000+ student portfolios annually with psychometric oversight
Partnered with research teams to design and interpret validity studies
Developed governance and accountability structures for national educator networks
Conceived and scaled the AP Art and Design Exhibit as a public-facing research initiative
Through this work, she advances a model in which assessment, professional learning, and research operate as integrated systems.
Selected Presentations
Rebecca presents nationally on assessment integrity, inquiry-based learning, equity, and systems design. Recent engagements include:
National Art Education Association
College Board
The Gordon Seminar on Assessment in the Service of Learning
Savannah College of Art and Design
State art education associations and school districts
Her presentations focus on translating complex research and assessment systems into actionable institutional practice.