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 can 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 research centers on the intersection of rigor, equity, and sustainability—ensuring that arts education is both academically robust and institutionally viable.

Doctoral Research

Rebecca earned her Ed.D. in Education Systems Improvement Science from Clemson University in 2024.

Dissertation:
Advancing Access to Inquiry-Based Learning in Title I Schools Through Systems-Level Improvement Strategies

Her research investigated how structural, instructional, and resource-alignment strategies influence access to inquiry-based arts education in under-resourced school contexts. Using systems improvement methodologies, the study identified actionable levers for strengthening instructional coherence, reducing inequities, and supporting sustainable implementation.

This work continues to inform her leadership approach across national and institutional contexts.

Publications

Stone-Danahy, R., Escoffery, D. S., Tabony, N., & Packer, T. (2025). Assessment in the Service of Learning: An Example from AP® Art and Design. In Handbook for Assessment in the Service of Learning.

This chapter examines how large-scale assessment systems can function as instructional tools rather than compliance mechanisms. Drawing from national portfolio evaluation models, the work illustrates how validity, reliability, and professional learning can operate in alignment to strengthen educator practice.

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

  • Public-facing assessment as scholarship

  • Governance and performance frameworks in distributed educational systems

Her work emphasizes disciplined strategy, measurable outcomes, and cross-sector collaboration.

Research Translation & Field Impact

Beyond traditional publication, Rebecca’s work extends into research-informed system design and public scholarship. As Director II for AP Art and Design at the College Board, she has:

  • Overseen the 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.

Presentations & Field Engagement

Rebecca presents nationally on assessment integrity, inquiry-based learning, systems improvement, and arts education leadership. She has contributed to conferences and professional gatherings hosted by:

  • College Board

  • National Art Education Association (NAEA)

  • Savannah College of Art and Design (SCAD)

  • State art education associations and school districts

Her presentations focus on translating research into actionable institutional strategy.

Rebecca’s research and leadership are grounded in the belief that arts education thrives when creative practice, rigorous assessment, and institutional systems are intentionally aligned. She welcomes collaboration with institutions and organizations committed to advancing research-informed innovation in arts education.