Welcome to our weekly Arts on Line Blog … this week:
129th Ohio General Assembly: The Ohio House and Senate have scheduled sessions for this week. The House Education Committee will also meet.
*HB1 Passed by Committee: HB1 (Duffey) JobsOhio, was approved along party lines by the House Finance and Appropriations Committee, chaired by Representative Amstutz, on January 27, 2011. HB1 authorizes the Governor to create JobsOhio, a nonprofit economic development corporation. The House is expected to vote on the bill this week.
*OSFC Appoints Interim Director: The Ohio School Facilities Commission (OSFC) held its first meeting for the year on January 27, 2011 and named Eric Bode as interim director. Mr. Bode was formerly the OSFC’s chief financial officer, and replaces director Richard Murray who resigned. The OSFC members include Tim Keen, director of the Office of Budget and Management, Robert Blair, director of the Department of Administrative Services, Deborah Delisle, State Superintendent of Public Instruction, and four non-voting members from the legislature: Representatives Terry Johnson (R-McDermott) and Lou Gentile (D-Steubenville), and two members to be appointed by the Ohio Senate.
*Legislative Members of the Controlling Board Announced: The Ohio House and Senate announced last week appointments to the Controlling Board. They include Representatives Ron Amstutz (R-Wooster), Jay Hottinger (R-Newark), and Clayton Luckie (D-Dayton), and Senators Chris Widener (R-Springfield), Shannon Jones (R-Springboro), and Tom Sawyer (D-Akron). Tim Keen, Director of the Office of Budget and Management, or a designee, is also a member of the Board. The Controlling Board is authorized in ORC Section 127.12 to make adjustments needed in the state budget. The Controlling Board will hold its first meeting on Monday, January 31, at 1:30 PM.
Senate Announces Committee Members and Chairs: Senate President Tom Niehaus announced last week the following Senate committees and chairmanships:
-AGRICULTURE, ENVIRONMENT & NATURAL RESOURCES: Senator Hite, Chair and Senator Wilson, Ranking Member.
-EDUCATION: Senator Peggy Lehner, Chair and Senator Tom Sawyer, Ranking Member. Other members include Vice Chair Gayle Manning, and Senators William Beagle, Gary Cates, Cliff Hite, Larry Obhof, Shirley Smith, and Charleta Tavares.
-ENERGY & PUBLIC UTILITIES: Senator Daniels, Chair and Senator Schiavoni, Ranking Member.
-FINANCE: Senator Widener, Chair and Senator Skindell, Ranking Member.
-FINANCIAL INSTITUTIONS: Senator Hughes, Chair and Senator Kearney, Ranking Member.
-GOVERNMENT OVERSIGHT & REFORM: Senator Seitz, Chair and Senator Smith, Ranking Member.
-HEALTH, HUMAN SERVICES & AGING: Senator Oelslager, Chair and Senator Brown, Ranking Member.
-HIGHWAYS & TRANSPORTATION: Senator Patton, Chair and Senator Wilson, Ranking Member.
-INSURANCE, COMMERCE & LABOR: Senator Bacon, Chair and Senator Schiavoni, Ranking Member.
-JUDICIARY – CIVIL JUSTICE: Senator Wagoner, Chair and Senator Kearney, Ranking Member.
-JUDICIARY – CRIMINAL JUSTICE: Senator Grendell, Chair and Senator Turner, Ranking Member.
-RULES & REFERENCE: Senator Niehaus Chair and Senator Cafaro, Ranking Member.
-STATE & LOCAL GOVERNMENT & VETERANS AFFAIRS: Senator Jordan, Chair and Senator Tavares, Ranking Member.
-WAYS & MEANS & ECONOMIC DEVELOPMENT: Senator Schaffer, Chair and Senator Tavares, Ranking Member.
This Week at the Statehouse: The following are selected hearings that will be held this week.
WEDNESDAY, FEBRUARY 2, 2011
*House Education, Representative Stebelton, chair at 7:00 PM, hearing room 017
-HB36 (Kozlowski) School Calamity Days: Excuses up to five days, instead of three, calamity days for the 2010-2011 school year; broaden schools’ authority to make up calamity days by lengthening remaining days in the school year; and declares an emergency.
-HB21 (Combs) Education/Licensure/Evaluation: Allows new Internet- or computer-based community schools to open under certain conditions; requires the use of student performance data in evaluating teachers and principals for licensure; and qualifies participants in Teach for America for a professional educator license in Ohio.
-HB30 (Gardner) School Funding: Eliminates spending and reporting requirements related to the school funding system; abolishes the School Funding Advisory Council; eliminates the requirement that school districts offer all-day kindergarten; eliminates the requirement that schools establish family and civic engagement teams; and reduces to three years the period covered by financial forecasts of school districts, community schools, and STEM schools.
News from Washington, D.C.
*Education Highlighted in the State of the Union Address: President Barack Obama presented the State of the Union Address to Congress and guests on January 25, 2011. The President focused on “winning the future” by encouraging innovation, education, and re-building the nation’s vital infrastructure. He quoted Robert Kennedy who said, “The future is not a gift. It is an achievement.”
The President’s remarks about education covered topics such as Race to the Top, teacher quality, college and career readiness, tuition tax credits for college, revitalizing America’s community colleges, and passing immigration legislation to help children of undocumented workers and foreign students who complete their degrees in the U.S.
The President called upon students, parents, and schools to work hard, make sure students are provided the right conditions to learn, and keep expectations high. He said that, “Race to the Top is the most meaningful reform of our public schools in a generation. For less than 1 percent of what we spend on education each year, it has led over 40 states to raise their standards for teaching and learning. And these standards were developed, by the way, not by Washington, but by Republican and Democratic governors throughout the country. And Race to the Top should be the approach we follow this year as we replace No Child Left Behind with a law that’s more flexible and focused on what’s best for our kids.”
The President also encouraged young people to consider teaching as a career. Noting that in South Korea teachers are known as “nation builders” the President said, “Here in America, it’s time we treated the people who educate our children with the same level of respect.
We want to reward good teachers and stop making excuses for bad ones. And over the next 10 years, with so many baby boomers retiring from our classrooms, we want to prepare 100,000 new teachers in the fields of science and technology and engineering and math.”
He concluded his remarks about education by saying, “If we take these steps — if we raise expectations for every child, and give them the best possible chance at an education, from the day they are born until the last job they take — we will reach the goal that I set two years ago: By the end of the decade, America will once again have the highest proportion of college graduates in the world.” State of the Union Address
*U.S. Senators Tom Harkin and Mike Enzi released a joint statement on January 25, 2011 following the State of the Union Address re-affirming their commitment to “fix the No Child Left Behind Act” this year. Senator Harkin is chair and Senator Enzi is Ranking Member of the Senate Committee on Health, Education, Labor and Pensions (HELP).
According to the Statement, “Last year we held ten bipartisan hearings where we heard about many of the problems in the No Child Left Behind Act. This Congress, we must rewrite this law to create a better and more flexible education system that prepares our nation’s students for success in college, careers and the global economy. We share the goal of legislation that gives our children and grandchildren the high quality education they deserve, and we look forward to working together toward that goal.” To read the entire press release please visit this page.
*Secretary Duncan Meets with Stakeholders: U. S. Secretary of Education Arne Duncan held a briefing on January 24, 2011 with education stakeholders and discussed the reauthorization of the Elementary and Secondary Education Act (ESEA); the budget crises facing many states and its impact on education programs; a new tool called the Education Dashboard; turn-around schools; parental involvement; encouraging integration along social and economic lines; higher education (Pell grants and $2 billion to support community colleges); and more.
Before Secretary Duncan’s arrival at the meeting, Jo Anderson, Senior Advisor to the Secretary, briefed the audience about a conference that will be held in partnership with other organizations in February 15 & 16, 2011 in Denver. The conference, Advancing Student Achievement through Labor-Management Collaboration, will provide an opportunity to discuss ways for improving student achievement by improving collective bargaining agreements, memorandums of understanding, and other policies.
Secretary Duncan began his presentation by reporting that he had recently traveled to Minnesota with Congressman John Kline (MN), chair of the U.S. House Committee on Education and Workforce, and believed that there would be a bipartisan effort to reauthorize ESEA. He said that he and the Congressman agree that local school districts need more flexibility to address local needs while maintaining high standards to meet ESEA’s academic goals; school and school district progress should be measured through student academic growth rather than in absolute terms; and support for research and development must be included.
He also said that because of the financial crisis facing states, he wanted to encourage school leaders who were trying to balance budgets to make careful decisions. He said, “In these tough times, we can either make good decisions, or bad decisions, and how folks cut, what folks think about doing, I think says so much about what their real values are. I think budgets reflect our values. So, if we’re cutting a day out of the school week, if we’re eliminating art and music, and after-school programming, I think that tells us what we value. And if we’re finding ways to be a little more strategic, and make tough decisions to protect the classroom, protect children, protect time, protect what is seen as the actual curricula, I think there’s a right way to go about this, and a wrong way to go about this.
There was also a briefing about the Education Dashboard, which is one of a number of initiatives that, as part of the Recovery Act and the State Fiscal Stabilization Fund, make data and information about education and education reform more accessible and transparent for educators and the public to review and share. The Education Dashboard pulls together relevant, accessible, and reliable information that characterizes the U.S. education system from cradle to career in one site. The objective is to identify and make widely available a small set of key measures on national progress that are aligned to the Department of Education’s goals.
Unfortunately some of the data that is available is not reliable across states, and so going forward there must be a focus on collecting better data at the state levels to eliminate some of the gaps in data that have been found. This first version of the Education Dashboard is limited to 16 indicators that cover early learning to post-secondary education. There are also indicators on teachers, leaders, equity, the number of students completing degrees, etc.
Some of the data that is included in the Education Dashboard, such as NAEP data, is available in other data bases and reports, but now will be available in a data portal that will include other data as well, which can then be used for comparisons. For example, one of the indicators being collected is how student achievement is factored into principal and teacher evaluations. Per pupil expenditure data from the state and local levels will also be available.
During the questioning session, Narric Rome from Americans for the Arts noted that the Dashboard’s indicators focused on reading and math, while Secretary Duncan pointed to the narrowing of the curriculum as a concern. Mr. Rome recommended that in the next phases of the Dashboard more indicators be developed to capture a comprehensive curriculum. In response it was also suggested that more data be collected on arts education, special education, etc. More information about the Education Dashboard is available here.
There was also a presentation about a new School Improvement Grant (SIG) Program map that provides information about schools receiving the grants and how the grants are being implemented. The map will be launched in a few weeks.
The SIG is a $4 billion federal grant program targeting the lowest performing schools, and requires districts to use the funds to “turn around” these schools using one of four strategies. The SIG map includes initial data from 44 states and 730 schools. According to this data, “Out of the 730 schools, about 21 percent are implementing the turnaround model. The remainder of 71 percent are implementing the transformation model, 4 percent are implementing the restart model, and 3 percent are implementing the closure model.”
The next Stakeholder’s Forum will be held in February and will highlight the President’s FY 2012 budget request. A transcript of the briefing is available here.
*Legislation to Re-establish DC Vouchers Introduced: GOP House Speaker John Boehner and Senator Joe Lieberman (CT) introduced legislation on January 26, 2011 to re-establish the Opportunity Scholarship Program in the District of Columbia. (H.R. 471 in the House and S. 206 in the Senate.) The new legislative program provides low income students a scholarship of up to $8000 to attend a private school in the D.C. area. The DC Opportunity Scholarship program was implemented in 2004, but the program was phased-out beginning in 2009. According to a final report, (Evaluation of DC Opportunity Scholarship Program) released by the Institute for Education Sciences in June 2010, more than 3,700 students were awarded scholarships, and 1,300 students were enrolled when the program ended. The program’s effect on student achievement was not conclusive, although the final report found that parents liked the program and the graduation rate for students in the program was 82 percent compared to 70 percent for other DC schools. The report is available here.
News from the ODE:
The Ohio Department of Education announced last week that Superintendent of Public Instruction Deborah Delisle had received an award letter from the U.S. Department of Education granting $400 million in Race to the Top (RttT) funds to the Ohio Department of Education.
According to the press release, “This official notification will allow the Ohio Department of Education to release funds to participating districts and schools,” Delisle said. “This award is a major step in moving Ohio’s Race to the Top strategy forward. We are thankful for the opportunity to have Ohio schools embark on ambitious and innovative reforms that will ensure we are preparing our students to be highly successful in an interconnected global society.”
A list of participating schools and funding amounts can be found at http://www.rttT.education.ohio.gov>www.rttT.education.ohio.gov. These schools serve over one million students, including 63 percent of students with special needs, 66 percent of economically disadvantaged students, 72 percent of English language learners, 73 percent of Hispanic students, and 81 percent of African-American students.
NAEP Results in Science Announced: The U.S. DOE, Institute of Education Sciences, National Center for Education Statistics (NCES) released on January 21, 2011 the results of the 2009 National Assessment of Educational Progress (NAEP) in science at grades 4,8, and 12. (Nation’s Report Card in Science).
The 2009 NAEP assessments in science were updated to reflect new academic standards in science, and so the results cannot be compared with previous NAEP assessments. These new science assessments measure students’ knowledge of physical science, life science, and Earth, and space sciences. The results provide a “….snapshot of what the nation’s fourth-eighth-, and twelfth-graders know and can do in science that will serve as the basis for comparisons on future science assessments.”
A proficiency scale was developed in 2009 to facilitate NAEP science reporting and to establish the baseline for future science assessment results. The scales were set for all three grades ranging from 0 to 300 with a mean for average student achievement set at 150.
Approximately 318,000 students from public and private schools in 50 states, the District of Columbia, and Dept. of Defense Schools participated in the exams in the spring of 2009. State results for 4th and 8th grade students are also reported for 46 states. Student performance is reported at or above three achievement levels: basic, proficient, and advanced; and by demographic groups. The following is a summary of the results from the report:
*The percentages of students performing at or above proficient range from 21 percent at grade 12; 30 percent at grade 8; and 34 percent at grade 4.
*The percentages of students performing at or above advanced are 1 percent at grade 12; 2 percent at grade 8; and 1 percent at grade 4.
*The percentages of students performing at or above basic range from 72 percent at grade 4; 63 percent at grade 8; and 60 percent at grade 12.
*Average scores at grades 4, 8, and 12 are higher for white, Asian/Pacific Islander, and male students.
*At grade 4 the scores were higher than the national average in 24 states, including Ohio, and lower in 10 states.
*At grade 8 the scores were higher in 25 states, including Ohio, and lower in 15 states.
Results for Ohio
Ohio’s overall NAEP score at grade 4 for students in public schools is 157 compared to the national average of 148. The percentage of students at or above proficient is 40 percent; at or above basic is 38 percent; below basic 21 percent. One percent scored at the advanced level. North Dakota, Virginia, and New Hampshire had the highest percentage of students at the proficient level with scores ranging from 44 percent to 47 percent.
Ohio’s overall NAEP score at grade 8 for students in public schools is 158 compared to the national average score of 149. The percentage of students at or above proficient is 35 percent; at or above basic is 37 percent; below basic 21 percent. Two percent of students scored at the advanced level. Massachusetts had four percent of its students score at the advanced level. North Dakota and Montana had the highest percentage of students at the proficient level with scores of 41 percent. The full report is available here.
Research Brief Examines NY City Charter Schools: The National Education Policy Center (NEPC) released on January 26, 2011 a research brief entitled “Adding Up the Spending: Fiscal Disparities and Philanthropy Among New York City Charter Schools” by Bruce D. Baker and Richard Ferris, professors at Rutgers University. The research brief analyzes resources available to charter schools in New York City (NYC), differences in student population characteristics, and student outcomes, using data from 2006 to 2008 contained in audited annual financial reports, IRS tax filings of non-profit boards overseeing charter schools, and charter management organizations. It evaluates how financial resources translate to other schooling inputs, such as more or less experienced teachers and smaller or larger class sizes, and examines school funding equity and factors that affect educational equity.
According to the authors, spending by NYC charter schools varies widely depending on access to private donors and access to free facilities. Some well-funded charter schools receive private funds of over $10,000 per student while other charter schools receive zero. Student achievement on tests also varies, but has no relationship with spending when appropriate controls for populations served are applied. The study also found that charters are, on average, not outperforming non charter public schools in NYC, and are serving, on average, fewer students with limited English proficiency or students in poverty.
The authors recommend that future researchers should consider private philanthropic support for charter schools in addition to public support; policies might be considered to balance private resources for schools, whether charter or traditional public, and provide support structures for more equitable access of resources; policies should link public funding to meeting the needs of students served among all types of schools. “This means adding much greater precision to data collected, annual auditing, and perhaps fiscal sanctions when schools fail to serve students with greater needs over an extended period of time.” The brief is available here.
HB55 (Goyal) Campaign Contributions: Regulates independent expenditures by corporations, labor organizations, and entities, the primary purpose of which are to accept corporate or labor organization funds for use in making independent expenditures, and prohibits contributions made for the purpose of influencing a ballot issue from being made to or accepted by an entity that is not subject to campaign finance reporting requirements. Introduced 1/26/11
*Advocacy Alert from Americans for the Arts: Americans for the Arts is requesting arts education advocates to contact their members of Congress and voice support for the National Endowment for the Arts and arts education programs at the U.S. Department of Education. According to recent reports, 165 members of Congress recently called for termination of the National Endowment for the Arts and key arts education programs at the U.S. Department of Education in order to reduce the national deficit.
The arts have an important role to play in the economic recovery of our nation and the vibrancy of our future. According to Bob Lynch, president and CEO of Americans for the Arts, the arts support 5.7 million jobs that generate about $30 billion in taxes, nearly $13 billion of which return to the federal government.
The National Endowment for the Arts was established in 1965 and serves arts organizations and artists in every state and community. The NEA and arts education programs at the U.S. DOE promote creativity, innovation, and the jobs that result. An education in the arts prepares students for careers in the arts, readies students for careers and college by helping students learn 21st Century skills, and prepares students to participate as active citizens in our society. Including the arts in a comprehensive and formal education for every student is critical. The education reforms that the President and leaders in Congress should be looking at are ones that strengthen the role of the arts and truly implement it as a core academic subject in schools throughout the country.
To contact members of Congress, please visit the following sites:
-http://capwiz.com/artsusa/issues/alert/?alertid=13209311 — Support for the National Endowment for the Arts
-http://capwiz.com/artsusa/issues/alert/?alertid=13158246&type=CO –Support for arts education programs at the U.S. Department of Education.
*OAAE Announces the 2011 Arts Education Virtuoso Awards: The Ohio Alliance for Arts Education (OAAE), Christy Farnbauch president, announced on January 25, 2011 the winners of its 2011 Arts Education Virtuoso Awards, which are given annually for exemplary support for and commitment to quality arts education programs from individuals and organizations.
The four winners are Mrs. Louise Dieterle Nippert of Cincinnati, for her lifetime of philanthropic contributions to the arts and arts education; Ed Stern of Cincinnati, as Producing Artistic Director of the Cincinnati Playhouse in the Park for the creation of quality arts education programs; Dayton’s Muse Machine for changing the lives of students and teachers through the arts for 29 years; and VH1 Save the Music Foundation for its national work to restore music education inAmerica’s public schools.
“Arts education saw a tough year in 2010, but through the efforts of our award winners, Ohio’s students received high quality instruction from professional arts educators, experienced unique artist residencies, effective arts-integrated learning experiences, as well as attended arts performances and exhibits, and music education programs were restored,” said Christy Farnbauch, President. “The purpose of the OAAE is to improve arts education in schools and communities across Ohio. We want to recognize and celebrate ongoing advocacy for arts education and loyal commitment and investment to the arts in Ohio. This year’s award winners have certainly exceeded those parameters with their strong support of arts education programs.”
The award will be presented on April 10, 2011, at a special ceremony, just before the performance of “Pictures at an Exhibition”, presented by the Cincinnati Symphony Orchestra at Music Hall in Cincinnati.
The 2011 Arts Education Virtuoso Award Winners include:
Mrs. Louise Dieterle Nippert – Mrs. Nippert is a woman of many enthusiasms who has freely given of her time and money for decades. She conducts her philanthropy her way – behind the scenes, without fanfare, and always with grace and pride in her hometown’s people and institutions. Born Louise Dieterle, Mrs. Nippert, a professionally trained singer, calls music her greatest love, and in 1987 she received a special Post-Corbett Award for lifetime achievement for her contributions to the arts in Cincinnati. Recently the Louise Dieterle Nippert Musical Arts Fund was established with an $85 million fund to sustain classical performing arts of the highest quality for the Greater Cincinnati community. The Fund will help maintain the Cincinnati Symphony Orchestra as a full-time orchestra presenting music at the world’s highest professional level, and will support the CSO’s continued service as the resident orchestra for the Cincinnati Opera, May Festival and expanded service to the Cincinnati Ballet. In 1988, the Nipperts founded Greenacres Foundation to convert their homestead in Indian Hill into an education center. The foundation’s mission reflects their interests – environment, sustainable agriculture and cultural-arts education. Thousands of school children and teachers each year visit the center, free of charge, for classes and to observe a working farm.
Ed Stern – Producing Artistic Director at Cincinnati Playhouse in the Park since 1992, Ed Stern has always been passionate and involved and deeply committed to the Playhouse’s education programs. With support from Dick & Lois Rosenthal, Ed began the Next Generation Theatre Series, at the time the only performance series of its kind in the region geared for young children and their parents. In 1996 Ed was the primary force behind the creation of Adopt-A-School, a two year residency program that brought integrated learning through the arts from arts organizations and teaching artists to disadvantaged schools and their students. He also inaugurated the League of Cincinnati Theatres, which serves to strengthen, nuture, and promote Cincinnati’s theater community. Milestones of Ed’s career at the Playhouse have included two Tony Awards – one in 2004 for Best Regional Theatre and one in 2007 for Best Revival of a Musical, for Company. In the past two years, Ed has helped the Playhouse with its ambitious Off the Hill program, partnering with nearly two dozen community-based arts centers to bring performances and classes into neighborhoods throughout greater Cincinnati.
Muse Machine – Muse Machine is a nationally recognized arts education organization annually serving 70,000 students and their teachers in 10 counties in southwestern Ohio. The mission of Muse Machine is to change the lives of young people through the arts. They do this by bringing artists into the schools, offering professional development for teachers to facilitate arts integration into their teaching, and by providing opportunities for students to attend professional performances.
VH1 Save the Music Foundation – The VH1 Save the Music Foundation is a non-profit organization dedicated to restoring music education in America’s public schools, and raising awareness about the importance of music as part of each child’s complete education. To date, the Foundation has provided more than $47 million in new musical instruments to 1,750 public schools in more than one hundred cities around the country, impacting the lives of nearly two million children.
OAAE’s Award Committee is chaired by Lauren Hess of Cincinnati. Committee members include Cathy Buchholz of Holgate, Anne Cushing-Reid of Cincinnati, Jarrod Hartzler of Wooster, Emily Holtrop of Cincinnati, and Christy Farnbauch of Hilliard.
For more information on the OAAE and the Arts Education Virtuoso Award Program, contact Donna Collins, Executive Director, Ohio Alliance for Arts Education, at 614.224.1060 or <mailto:email@example.com>firstname.lastname@example.org.
*Call For Applications for the 2011-2012 DeVos Institute of Arts Management Fellowship: The DeVos Institute of Arts Management Fellowship was founded in 2001 by Michael M. Kaiser, president of the John F. Kennedy Center for the Performing Arts. It provides mid-career arts managers with practical training and work experience at one of the world’s largest and most dynamic performing arts institutions.
The Fellowship provides weekly seminars in strategic planning, marketing, development and financial management; three practical work rotations; and a series of professional development seminars. The nine-month, full-time program begins in September 2011. A stipend, health insurance reimbursement, complimentary seats at performances (space permitting), and course materials are provided.
The application deadline is April 1, 2011. Applicants should have a minimum five years working experience in a North American not-for-profit arts organization (international managers (outside Canada) should apply for the Institute’s Summer International Fellowship – deadline December 1, 2011); administrative, not artistic, work focus and history; Bachelor’s degree in the arts or related discipline; and two professional references. For more information please visit this site.
This update is written weekly by Joan Platz, Research and Knowledge Director for the Ohio Alliance for Arts Education. The purpose of the update is to keep arts education advocates informed about issues dealing with the arts, education, policy, research, and opportunities. The distribution of this information is made possible through the generous support of the Ohio Music Education Association (www.omea-ohio.org), Ohio Art Education Association (www.oaea.org), Ohio Educational Theatre Association (www.Ohioedta.org); OhioDance (www.ohiodance.org), and the Ohio Alliance for Arts Education (www.OAAE.net).