The requirement that museums and art centers be an integral part of the RIG program set the framework for valuable collaborative initiatives. Formation of the partnerships offered assurance that neither museum educators nor art teachers would be isolated. Drawing on the rich resources of the art museum, cooperative projects could help DBAE programs become both authentic and strong. Not only do museums influence school programs, however, but collaborations between schools and museums have a positive effect on museum programs.

During seven years of observation, evaluators found many examples of innovative projects emerging from the school-museum relationships. The best of these are collaborative rather than cooperative in nature, enabling participating organizations to share ownership in the educational programs that result from their partnership.

Although some museum educators think DBAE is an effective approach, they do not feel the need to incorporate it into their museum programs because multidisciplinary approaches are already in place. But the programs of some museums and art centers have been transformed, and many of the school-museum programs of the regional consortia reflect the elements of true collaboration.

A vital element in developing these collaborations between museum educators and teachers is that the educators, regardless of where they work, recognize that each aspect of education contributes to the entire context of a student's experience. Evaluators noted that in RIG projects where art museum educators have been put in institute leadership programs, they have a vested interest in and responsibility for the success of the entire DBAE initiative. This situation enhances the collaborative mission of both museums and schools and leads to substantive dialogue between classroom teachers and museum educators.

Educators at medium-sized museums and art centers with less-established educational programs than the older, larger institutions are more likely to embrace DBAE, consider new approaches to museum education, and incorporate DBAE innovations into their programs.

Nevertheless, evaluators found that even in the large museums whose programs were not greatly affected by their involvement in DBAE activities, there was often increased awareness of the needs of school audiences.

Museum educators believe that their staff members perceive the role of teachers differently after attending a summer institute. Because of the experience, they build professional understandings and friendships that have not occurred in the past. Teachers, in turn, with newly gained confidence in dealing with the art world, can identify and communicate their needs to museum educators more easily.

One important result of museum involvement in RIG collaboratives is the improvement of docent presentations. More and more museum docents attend summer DBAE institutes each year, and museum educators report that participating docents come away with greater confidence in their ability and are eager to incorporate effective inquiry-based techniques in their tours. These docents are providing visitors with more-meaningful experiences and are increasingly satisfied with their work.

Evaluators also report overwhelming consensus among museum educators and docents that students from DBAE classrooms respond more positively to museums and their collections than do students whose teachers have not attended DBAE institutes. These students are more experienced in talking about art, more knowledgeable about art concepts, and highly inquisitive.

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