Every Student Succeeds Act

The State of Things

Visual and Performing Arts Specialist at the Maine Department of Education, Beth Lambert will periodically be writing blog posts under the title of “The State of Things”. Today is her first offering on the topic of Every Student Succeeds Act, the new legislation from the federal government. I know you join me in appreciating what Beth has to offer in this post and in future posts. If you have questions or feedback for Beth please contact her at beth.lambert@maine.gov.

On Thursday, December 10^th, 2015, Every Student Succeeds Act (ESSA) became the new federal education law of the land. In an effort to contrast the heavy-handed federal accountability requirements of No Child Left Behind (NCLB), ESSA has shifted much more responsibility for educational policy to the state level.

So, what does this mean for Arts Education?

No Child Left Behind included the arts in the core subject areas, listed on equal footing with math, science, English, social studies, and foreign language. This was a huge win for arts education and has allowed for the arts to have a place at the table in conversations regarding graduation requirements and use of Federal funds, including Title 1.

ESSA has changed things a bit.

There are no longer core subject areas, but rather a requirement to offer student a “well-rounded education.” A “well-rounded education” is defined as: courses, activities, and programming in subjects such as English, reading or language arts, writing, science, technology, engineering, mathematics, foreign languages, civics and government, economics, arts, history, geography, computer science, music, career and technical education, health, physical education, and any other subject, as determined by the State or local education agency, with the purpose of providing all students access to an enriched curriculum and educational experience, (Section 8002, Definitions).

In an intentional contrast to NCLB, ESSA give states much more choice in what they choose as accountability measures. The Every Students Succeeds Act requires that states develop and implement both programs and activities that support access to a well-rounded education, but what programs and activities those are, are largely state and local school boards’ discretion.

SO, that means your voice is more important than ever! Your administrators and local school boards need to understand that visual and performing arts education is essential to a well-rounded education. Keep your place at the table and educate your community on the impact the arts can have on low-performing schools, how integrating the arts can improve understanding in all subject areas and inspire innovation that is desperately needed in this country.

Beth Lambert (beth.lambert@maine.gov) is the Visual and Performing Arts Specialist at the Maine Department of Education

Arts Action Alert

Americans for the Arts

January 28, 2015

Dear Arts Advocate:

As the 114th Congress begins a new season of legislating, we are already deeply concerned about education legislation being considered. Two weeks ago, the new chairman of the Senate education committee released a “discussion draft” to consider changes to federal education policies. The last authorization, known as the No Child Left Behind Act, expired in 2007, so this legislation is long overdue.

However, the current draft bill contains a number of provisions that would be terrible for arts education should they become law. Among the problematic provisions, this bill:

1) Deletes the definition of “core academic subjects,” which includes the arts!
2) Terminates the $1 billion 21st Century Community Learning Center after-school program, which supports arts education;
3) Terminates the small, but mighty, federal Arts In Education program which has supported over 200 model grant programs for over a decade;
4) Omits indicators of student access to the arts as part of annual state reporting (example is New Jersey’s report) that help identify the equity gap.

One positive development so far is that there appears to be bipartisan consensus that there is an over-emphasis on student testing. This has been a growing concern in the education sector as arts education advocates have made the point for years that the class time spent on testing has pushed the arts out of the school day.

The Senate education committee has invited public comments and we have prepared a simple way to provide them with feedback from supporters of arts education. Please take two minutes and send a customizable message to the Senate education committee by the end of Monday, February 2nd.

Want to take further action? Plan to join Arts Advocacy Day on March 23-24 and bring your arts education advocacy directly to Capitol Hill! Learn more about this event here.

Click the link below to log in and send your message:
https://www.votervoice.net/link/target/artsusa/JygM8b45q.aspx

US Department of Education

New study: Arts Education in Public Elementary and Secondary Schools

US Department of Education Secretary of Education, Arne Duncan

On April 2, the U.S. Department of Education released a study entitled Arts Education in Public Elementary and Secondary Schools 1999-2000 and 2009-10. This study was previously published in 2002, prior to implementation of the No Child Left Behind Act (NCLB). Arts education advocates are very pleased to finally see an update, even if a full decade later.

The report offers mixed results in support of arts education. According to the report, music and visual art are widely available in schools in some form in schools nationwide; however, dance and theater are far less available. U.S. Education Secretary Arne Duncan stated, “despite the importance of providing equal educational opportunities in the arts, today’s report shows we are falling well short of that goal.”

Despite being designated a “core academic subject” in NCLB and being included in mandated elementary school curriculum in 44 states, this survey demonstrates that access to arts education remains elusive to a tremendous number of students across the nation.

From the Department’s announcement of the study we learned that:

• 1.3 million of our nation’s public elementary school students receive no specific instruction in music, and nearly 4 million students receive no specific instruction in the visual arts.
• 800,000 public secondary school students do not receive music, and 11 percent of secondary schools do not provide the visual arts.
• Only 3 percent of elementary schools offer any specific dance instruction and only 4 percent offer any specific theater instruction. In secondary schools, the numbers improve somewhat as 12 percent offer dance and 45 percent offer theater.

Finally, this report found that the nation’s poorest students, the ones who could benefit the most from arts education, are receiving it the least.  A decade ago, the data showed that 100 percent of high poverty schools offered music instruction, but currently, only 80 percent offer music instruction. The percentage offering visual arts, dance, and theater is even lower.

In his remarks, Secretary Duncan called the disparity between high-poverty and low-poverty schools “deeply disturbing” and “absolutely an equity issue and a civil rights issue.”

For further details on this federal study, read this post on ARTSblog, “Ten Years Later: A Puzzling Picture of Arts Education in America.”

This information was provided by the Americans for the Arts.