The DBAE tapestry is still being woven, yet remarkable changes have already occurred.

The overarching outcome of the Getty Education Institute's ambitious regional consortium undertaking is that elementary, middle, and high school pupils receive an education in which works of art are permitted to make their unique contributions to students' knowledge of themselves and their place in the community and global society.

Evaluators found that schools that once had weak visual arts programs have since developed strong ones. In other schools, visual arts programs have moved from their customary place at the margins of the school curriculum to its core. Art teachers who were accustomed to working by themselves are now working as key members of school planning teams intent on broadening school instructional programs. And principals are using the DBAE initiative to reorganize entire elementary school curricula.

Art teachers, classroom teachers, and school administrators have become colleagues with art museum educators, artists, art critics, and university professors. Together they have planned programs that have symbolically removed classroom walls, virtually bringing the art world into classrooms. At the same time, students have gone into the art world to receive an authentic education in the arts.

Moreover, art teachers have joined in creating model units of instruction, tried innovative assessment processes, and in countless other ways shared the results of their curriculum and instructional experimentation.

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