Author(s)

Minh Kim

Graduate School of Education and Human Development, The George Washington University, Washington DC, USA.

This study investigates the complex and diverse domain of creativity education in the U.S., particularly within the PK-12 system. It scrutinizes the striking contrast between the absence of explicit mentions in national policies and the ongoing debates on the “Creativity Crisis”. Despite this gap, the research reveals the evidence of some creativity-related initiatives supported by federal and state resources, and especially the significant role of non-governmental actors, who actively promote creativity across the PK-12 landscape. Operating mainly outside the domain of explicit policy, these practices cover a wide range of approaches, emphasizing the varied procedures used to foster student creativity. The paper concludes by suggesting key directions for future research, such as systemic studies, focused examinations of specific programs, assessments of equity in access to creative opportunities, inquiries into public investment in creativity programs, and international comparisons. These diverse approaches aim to shed light on the landscape and impact of creativity education in the U.S.

Creativity, Creative Thinking, Creativity Education, Creative Education, Creativity Crisis, PK-12 Education, U.S. Education Policies, Non-Governmental Actors

Kim, M. (2024) A Snapshot of Creativity in PK-12 Education Policies and Practices in the United States. Creative Education, 15, 1399-1442. doi: 10.4236/ce.2024.157085.