3/12/2010 - U.S. House and Senate Committees Begin Hearings on ESEA Reauthorization

Last week, March 3, the U.S. House Committee on Education and Labor held a hearing in which U.S. Secretary of Education Arne Duncan presented the administration’s education agenda and stressed the importance of swift action by Congress to rewrite the Elementary and Secondary Education Act. Duncan testified:

“We have made extraordinary progress in meeting the needs of our schools and communities in the midst of financial crisis and recession, making long-needed reforms in our Federal postsecondary student aid programs, and reawakening the spirit of innovation in our education system from early learning through college. The next step to cement and build on this progress is to complete a fundamental restructuring of ESEA.”

The U.S. Senate Committee on Health, Education, Labor and Pensions also began its hearing process on the reauthorization of ESEA this week, March 9, with a hearing entitled “The Importance of World-Class K-12 Education for Our Economic Success.”

The U.S. House Committee on Education and Labor will continue to accept comments on ESEA through March 26, 2010.

2/26/2010 - Secretary of Education on Effective Teaching and Learning Awards

In a meeting of the House Budget Committee on February 25, Education Secretary Arne Duncan opened with the following statement:

We also are asking for $1 billion for an Effective Teaching and Learning for a Complete Education authority that would make competitive awards focused on high-need districts to improve instruction in the areas of literacy, science, technology, engineering, mathematics, the arts,[emphasis supplied] foreign languages, civics and government, history, geography, economics and financial literacy, and other subjects. We propose these programs in addition to a $2.5 billion Effective Teachers and Leaders formula grant program to States and LEAs, to promote and enhance the teaching profession.

In addition, the Secretary was questioned by Chairman John Spratt (D-SC) about arts education being "put on the back-burner" in his FY11 budget request because of the proposed consolidation of programs. Secretary Duncan replied that he hears those concerns about consolidation but that the non-tested subjects were provided an extra $100 million in total funding in his request, that he's certainly heard from around the country about reductions in arts education, and that this funding is meant to address that.

Thanks to Gladstone Payton of Americans for the Arts for information in this article.

1/22/2010 - MENC Presents Testimony at ESEA Stakeholders Meeting

On January 20, the U.S. Department of Education hosted an “ESEA Stakeholders Forum.” This meeting was one in a series of such meetings, discussing issues that need to be addressed in the reauthorization of the nation’s primary education law, the Elementary and Secondary Education Act (known in its latest version as NCLB). The meeting was of special interest, however, because it focused specifically and exclusively on arts education.

Jim Shelton, Assistant Deputy Secretary for Innovation and Improvement, ran the meeting. In attendance were Department of Education staff that deal with arts education issues and key staffers of the Senate Health, Education, Labor, and Pensions Committee.

MENC presented testimony at the meeting, asking first that the new law avoid the “unintended consequences” that music teachers have lived with from NCLB. Other specific MENC requests were:

• Retain the definition of “the arts” as a core academic subject.
• Require that the “report cards” that allow communities to hold their officials accountable for the quality of education in local schools include measures of the status and condition of music and the other arts, along with all core academic subjects.
• Make a concerted effort on the federal level to gather more comprehensive data on the status of arts education.
• Where the law calls for committees to give advice on education policy and practice, include teachers of all core academic subjects so that the focus of discussion is not limited to a narrow view of the curriculum.
• Reauthorize the Arts in Education section of the law. The presence of grants for arts education in this section – and particularly the authorization of funds to develop and disseminate useful information based on those grants – has been quite useful to the field.
• In considering new legislation that might open the teaching profession to individuals who enter through alternative routes, keep in mind the seriousness of the discipline of music and avoid legislative language that erodes the quality of music education for our children.
• As more subject specialist teachers become active at the elementary level, certification and testing requirements for elementary teachers should allow teachers who are certified in music and other specialist subjects to be considered highly qualified without passing tests in subjects outside of the subject they teach.

Scott C. Shuler, MENC President-Elect, delivering testimony to the meeting. 

1/20/2010 - Arts in Education Model Development and Dissemination Program

The U. S. Department of Education is now running a grants competition for the “Arts in Education Model Development and Dissemination Program.” Applicants need to notify the Department that they intend to apply by February 16; final applications are due on March 16. Among the eligible applicants are state or local non-profit or governmental arts organizations and institutions of higher education. All applications, however, need to be made with either a state or local education agency (school district). 

The Arts in Education Model Development and Dissemination (AEMDD) Program supports the enhancement, expansion, documentation, evaluation, and dissemination of innovative, cohesive models that are based on research and have demonstrated that they effectively—(1) Integrate standards based arts education into the core elementary and middle school curriculum; (2) strengthen standards based arts instruction in these grades; and (3) improve students’ academic performance, including their skills in creating, performing, and responding to the arts.

State Music Educators Associations should consider working with the state schools, or a district within the state, to ask for funding on a project that meets the program criteria.

You can read the full announcement of the grant opportunity at http://www.ed.gov/programs/artsedmodel/index.html

1/8/2010 - SupportMusic Coalition Live Webcast from the 2010 NAMM Show

Tune into a live SupportMusic Coalition webcast on Thursday, January 14, 2010, 11 a.m. PST from NAMM Show with special guests Quincy Jones and Yoko Ono. 

Advocacy leaders will include:

Bob Lynch, CEO, Americans for the Arts
John J. Mahlmann, Executive Director, MENC
Laurie Schell, Executive Director, California Alliance for Arts Education
Madelyn Bonnot, Executive Director, Quincy Jones Consortium
J. Scott Schoeffel, Wood Violins; Dana Point, CA City Council Member
David Price, Musical Futures, UK

Join the webcast at www.nammfoundation.org

12/23/2009 – MENC Submits Comments on ESEA to Department of Education

Massie Ritsch
Deputy Assistant Secretary for External Affairs and Outreach
U.S. Department of Education

Dear Massie:

On behalf of the 75,000 members of MENC: The National Association for Music Education, I would like to thank you, Secretary Duncan, and the Department of Education for the open process you have initiated for the reauthorization of the Elementary and Secondary Education Act.

We have enjoyed the opportunity to comment at the Stakeholders’ forums at the Johnson Building, and look forward to attending the meeting for arts education stakeholders on January 20, as well as to helping supply whatever information and counsel we can as discussions on this essential legislation move forward. As you work with members of Congress on the reauthorization of the Elementary and Secondary Education Act, please keep in mind these considerations:

• The definition of “the arts” as a core academic subject under ESEA, Title IX, Part A, Sec. 9101(11) must be retained. This is essential if music and the other arts are to continue their role, manifest in a growing body of data, as essential components of a school program that prepares students for further study and for work in the 21st century.
• The current version of the Elementary and Secondary Education Act wisely requires “report cards” to allow communities to hold their officials accountable for the quality of education in local schools. This accountability should be for the provision of all aspects of a child’s education – including music and the other arts. Where schools now have to report math and reading scores and graduation rates, they should also report basic information on the services to students in the way of music programs. This could be accomplished by amending Title I, Part A, Subpart 1 Basic Program Requirements, Sec. 1111(h) State Plans to require states to collect and report annually comprehensive information about the status and condition of all core academic subjects for which challenging academic standards apply. Such information should include student enrollment, pupil/teacher ratios, amount of instructional time, budget allocation, teacher subject certification, full time equivalent teacher load, or other such measures chosen by the state to be significant in the subject area.
• More comprehensive, national data is sorely needed on the status of arts education. We would like to see data on arts education collected on an equal footing with data on all core academic subjects in all relevant studies and surveys by the NCES. In particular, as new data systems are built to track both educational resources and student achievement (for example, as specified in the American Recovery and Reinvestment Act), make certain that music, the other arts, and all core academic subjects are part of the data collection mandate. We know that we are not alone in this request: recently the Council of Chief State School Officers adopted a resolution stating, “Chiefs should encourage data collections of school courses, teachers, and numbers of students enrolled. Collections should include the core academic subjects as defined by ESEA as well as physical education, health, and career technology education.” (ESEA defines core academic subjects as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.)”
• Where committees or other entities give advice on education policy and practice, teachers of all core academic subjects should be included in the process so that the focus of discussion is not limited to a narrow view of the curriculum. For example, amendments could include alterations to Title I, Part E, Sec. 1501(d)(2)(A)(ii) and Title I, Part I, Sec. 1903(b)(2)(C) to include language regarding committee membership of teachers “representing all core academic subjects.”
• The Arts in Education section, section 5551, should be reauthorized. The presence of grants for arts education – and particularly the authorization of funds to develop and disseminate useful information based on those grants – has been quite useful to the field.
• In considering new legislation that might open the teaching profession to individuals who enter through alternative routes, keep in mind the seriousness of the discipline of music and avoid legislative language that erodes the quality of music education for our children.

Thank you for your attention to these issues. We hope you will contact us for any help we can give to move this process forward. We can offer advice, information, reports of research that demonstrates the importance of music education, and avenues for communication with the field. We are eager to help in any way that enables students across America to develop and grow through music as a part of a full, balanced education.

Sincerely,

Michael Blakeslee
Senior Deputy Executive Director
MENC: The National Association for Music Education

12/14/2009 - CCSSO Calls for Data Collection in All Core Subjects

The Council of Chief State School Officers (CCSSO) has endorsed the collection of key data in all core subjects as defined by the Elementary and Secondary Education Act (ESEA). The recommendation states:

“Chiefs should encourage data collections of school courses, teachers, and numbers of students enrolled. Collections should include the core academic subjects as defined by ESEA as well as physical education, health, and career technology education.” (ESEA defines core academic subjects as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.)

Read the full press release from SEADAE here.

12/1/2009 - Winter Concert Advocacy Speech

Use the outline below to address your audience:

“Welcome and thank you for attending our [e.g. winter concert, holiday program]. It’s been a fantastic year so far and our students are eager to perform tonight.

While you enjoy the concert, don’t forget that in addition to the abilities our performers showcase tonight, music education also:

[Insert appropriate fact or statistic from the “Make Your Case” database]

Parents, you see first-hand the many benefits of music education for your child. You also wield extraordinary influence over principals, school boards and decision makers. In a time of budget cuts and shortages, your continued support of our program sends the message that music education is an essential component of your child’s education and keeps its status safe in our schools. Please don’t hesitate to contact me if you’d like to know how to become more involved in advocating for music education.

Thank you for your support and please enjoy the show.”

11/13/2009 - U.S. Department of Education Finalizes Race to the Top

On November 12, the U.S. Department of Education announced the release of the final application for the Race to the Top competition. The $4 billion in Race to the Top funds, provided by the American Recovery and Reinvestment Act, will be rewarded to the applicants who best advance reform around four areas: 

• Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy;
• Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction;
• Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; and
• Turning around our lowest-achieving schools.

View the final application for Race to the Top.

10/30/2009 - New Report Links High School Graduation Rates to Arts Education

The Center for Arts Education (CAE) recently released a new study of New York City public schools entitled “Staying in School: Arts Education and New York City High School Graduation Rates” which found high school graduation rates and access to arts education to be closely linked. Based on data from more than 200 high schools over a two-year span, the study found the schools with the highest graduation rates offer the most access and resources to support arts education. 

Search “High School Graduation Rates” in the SupportMusic “Make Your Case” database to access the report and view highlights of the research.

10/19/2009 - MENC Hosts Webinar Featuring Colleagues from CCSSO and AEP

On Tuesday, October 13, MENC hosted a webinar for state leaders featuring officers from the Council of Chief State School Officers (CCSSO), the Arts Education Partnership (AEP) and our colleagues from the Arts Education Legislative Working Group that tracks legislative action.  The webinar entitled "Federal Policy & State Implementation for State Leaders in Arts Education" covered accessing ARRA (American Recovery and Reinvestment Act) funds from the U.S. Department of Education programs Race to the Top (RTTT) and Investing in Innovation (I3).

Click here to view the webinar and associated documents.

10/2/2009 - U.S. Department of Education Stakeholders Meeting on Reauthorization of ESEA

On September 24 the U.S. Secretary of Education Arne Duncan made remarks at the monthly stakeholders meeting regarding the reauthorization of the Elementary and Secondary Education Act (ESEA) and why we can’t wait.

“Let us build a law that discourages a narrowing of curriculum and promotes a well-rounded education that draws children into sciences and history, languages and the arts in order to build a society distinguished by both intellectual and economic prowess. Our children must be allowed to develop their unique skills, interests, and talents. Let's give them that opportunity.”

MENC Senior Deputy Executive Director Michael Blakeslee was in attendance at the meeting and asked this question of Deputy Secretary Tony Miller:

“Are you in favor of, and will you push for, the public reporting of a wider variety of accomplishments of the schools and of students in all the core academic subjects?”

Deputy Secretary Tony Miller’s response:

“I think, principally, yes… we in education think transparency is very, very important to understand what is the state of learning at the state, district, and school levels, that allow parents and communities to engage effectively… And what we have learned is that there are no single metrics that best capture what is really effective learning.”

Read the Department of Education press release, transcript or view video of the session.

9/25/2009 - Common Core State Standards Available for Comment

The National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO) released the first official public draft of the college- and career-readiness standards in English-language arts and mathematics as part of the Common Core State Standards Initiative, a process being led by governors and chief state school officers in 51 states and territories. These standards define the knowledge and skills students should have to succeed in entry-level, credit-bearing, academic college courses and in workforce training programs.

The NGA Center and CCSSO are encouraging those interested in the standards to provide feedback, which must be supported by research and evidence, by October 21 at www.corestandards.org.

9/15/2009 - Secretary Duncan on the Record

On September 3, U.S. Secretary of Education Arne Duncan held a town hall forum in Sacramento, CA.  In response to a question from a community member about promoting arts in schools, Duncan said:  

"It's always the arts that get cut when money gets tight, (but) it's often band, choir, musicals, being on a sports team, being on a debate team that keep children in school.  We cannot afford to narrow the curriculum, and (teaching the arts) is one the best underutilized strategies for keeping children in school."

9/3/2009 - Advocacy Letter to Your Principal

Use the form letter below to send to your principal explaining the use of ESEA Title I funds for music education:

Dear Principal [Insert principal’s name here],

U.S. Secretary of Education Arne Duncan recently penned a letter in support of arts education and as a reminder to education administrators that Elementary and Secondary Education Act Title I funds may be used to fund arts education in our schools. The Secretary writes,

“At this time when you are making critical and far-reaching budget and program decisions for the upcoming school year, I write to bring to your attention the importance of the arts as a core academic subject and part of a complete education for all students. The Elementary and Secondary Education Act (ESEA) defines the arts as a core subject, and the arts play a significant role in children’s development and learning process.

“Under ESEA, states and local school districts have the flexibility to support the arts. Title I, Part A of ESEA funds arts education to improve the achievement of disadvantaged students. Funds under Title II of ESEA can be used for professional development of arts teachers as well as for strategic partnerships with cultural, arts and other nonprofit organizations.”

I hope you will pursue these funds for music education because, as you may already know [Insert fact about music from the SupportMusic “Make Your Case” database here].

Thank you for your consideration and I look forward to the upcoming school year.

Sincerely,
[Insert your name here]

If you would like an electronic copy of this letter to format for your use, please e-mail advocacy@menc2.org.