129th Ohio General Assembly: The Ohio House and Senate will hold sessions and hearings this week.
New Senator Seated: Bob Peterson took the oath of office on March 21, 2012 to replace Senator David Daniels in the Ohio Senate, 17th Senate District. Former Senator Daniels was recently appointed director of the Ohio Department of Agriculture.
Capital Budget Approved by the House: The Ohio House approved HB482 (Amstutz) Capital Budget on March 22, 2012. The FY13-14 Capital Budget totals $1.74 billion in appropriations and $1.36 million in bond-funded projects. Ninety-five percent of the Capital Budget will be appropriated for maintenance and renovations of existing facilities.
Re-appropriations Budget Approved by Senate: The Ohio Senate approved on March 21, 2012 SB312 (Widener) Capital Re-appropriations, which makes capital re-appropriations of $1.234 billion for the biennium ending June 30, 2014. This is one of the lowest capital re-appropriations measures in the past years.
Substitute Bill Introduced for HB487 Mid-biennium Review Budget: The House Finance and Appropriations Committee, chaired by Representative Amstutz, accepted on March 20, 2012 a substitute bill for HB487 (Amstutz) Mid-biennium Review Budget (MBR). The substitute bill does not include Governor Kasich’s proposed tax provisions on oil and gas drilling and decreases in the state’s personal income tax. Several committees in the House received testimony on various components of HB487 last week. Some of the education components of Governor Kasich’s MBR are included in Senate Bill 316 (Lehner) and the energy components are included in Senate Bill 315. These bills will be considered by the Senate Education Committee and the Senate Energy & Public Utilities Committee this week. Provisions covering the plan for Cleveland’s schools developed by Mayor Jackson are not included in SB316, and are expected to be introduced in a separate bill.
Voters First Files Petitions: A coalition of organizations called Voters First Ohio have filed petitions with Attorney General Mike DeWine to take the first step in a process to place on the ballot a constitutional amendment to change redistricting for the General Assembly and Congress. Several organizations have come together to form the Voters First Ohio, including the League of Women Voters of Ohio, Ohio Citizen Action, Common Cause/Ohio, ProgressOhio, Ohio Council of Churches, Miami Valley Voter Protection Coalition, Ohio Education Association, Applied Information Resources, Ohio Voice, America Votes, AAUW Ohio, and more. The proposed constitutional amendment would create an independent citizens commission to draw voting district lines rather than the Apportionment Board (which now determines House and Senate districts) and the General Assembly (which now determines the Congressional districts). Any citizen would be able to submit a redistricting plan. The process would require that the districts be geographically compact, competitive, and fair. For more information please visit http://votersfirstohio.org/
Repeal of HB194 in the Works: The Senate Government Oversight and Reform Committee, chaired by Senator Coley, will meet on March 28, 2012 at 8:30 AM and is expected to vote on HB295 (Coley), which repeals HB194 (Mecklenborg/Blessing) Election Reform. A referendum on HB194, led by Fair Elections Ohio, will be on the November 2012 ballot. Opponents of HB295 think that repealing HB194, before voters have a chance to vote on the referendum, is unconstitutional.
News from Washington, D.C.
Republican Budget Plan Introduced: A FY13 budget proposed by House Republicans was approved by the House Budget Committee on March 21, 2012 and is expected to be considered by the U.S. House. The plan, entitled “the Path to Prosperity” (House Concurrent Resolution….) developed by Representative Paul Ryan (R-Wisconsin), cuts $5 trillion from President Barack Obama’s proposed budget and brings the size of government to 20 percent of the economy by 2015. It also abandons the bipartisan Budget Control Act of 2011, which already includes non-discretionary spending caps.
According to an analysis by the Center for American Progress, the House budget plan would cut spending for education, training, employment, and social services by 20 percent compared to FY2012 levels. The plan and the Concurrent Resolution only include broad categories of spending, and the details about which programs are to be cut are not included. In fact, several House committees would be charged with determining the cuts.
More information about the proposed House budget is available.
Read the analysis by the Center for American Progress. “Shortsighted Education Cuts in New Ryan Budget a Giant Step Backward: Cutting School Funding Threatens Student Achievement and Nation’s Economic Growth” by Diana Epstein.
Secretary Duncan Testifies on the Education Budget: U.S. Secretary of Education Arne Duncan testified on March 22, 2012 before the House Committee on Appropriations on President Barack Obama’s FY13 budget recommendations for the U.S. Department of Education. Secretary Duncan outlined four major provisions of the proposed budget, which will provide $69.8 billion to support K-12 and higher education and includes an increase of $1.7 billion over 2012 levels. The four provisions are, continue to provide incentives for State and local K-12 reform; improve affordability and quality in postsecondary education; elevate the teaching profession; and strengthen the connections between school and work and better align job training programs with workforce demands.
According to the testimony, one of the greatest threats to “our Nation’s ability to develop and support an educated, skilled workforce that can compete in the global economy” is the potential impact of a 2013 sequester on federal education funding. If Congress does not approve appropriations for education and other government programs for FY13, under the Budget Control Act of 2011 mandatory budget cuts of up to 7.8 in funding will be made starting January 1, 2013. Secretary Duncan told the committee, “It would be impossible for us to manage cuts of that magnitude and still achieve our fundamental mission to prepare our students from the earliest ages for college and careers.”
Read the full testimony.
Voters in Georgia will Decide About Charter Schools: An article in the Tallapoosa Journal reports that the Georgia Legislature has approved a constitutional amendment (H.R. 11162) that would authorize the creation of Charter Schools and fund them with state taxes. Voters will be able to decide the measure in November 2012. (Local school systems concerned about state charter legislation by Amy K. Lavender/The Tallapoosa Journal, March 24, 2012.)
Georgia law already allows school districts to authorize charter schools, but the Georgia Charter Schools Commission, which authorized charter schools not approved by local districts, was declared unconstitutional by the Georgia Supreme Court in May 2011. Georgia currently has about 60 independent charter schools and about 140 that are operated by school districts. The article is available.
This Week at the Statehouse: Several committees will be receiving testimony this week on HB487 (Amstutz), the Mid-biennial Review Budget. The House and Senate will also continue to work on SB312 (Widener) Capital Reappropriations and HB482 (Amstutz) Capital Budget.
TUESDAY, MARCH 27, 2012
Senate Education Committee, chaired by Senator Lehner The Senate Education Committee will meet at 9:30 AM in the South Hearing Room. The committee will receive sponsor testimony on SB316 (Lehner), which includes a variety of changes in law regarding education proposed by Governor Kasich through his mid-biennium budget review process.
House Finance and Appropriations Committee, chaired by Representative Amstutz The House Finance and Appropriations Committee will meet at 1:30 PM in Hearing Room 313 to receive testimony on SB312 (Widener) Capital Reappropriations.
Senate Finance Committee, chaired by Senator Widener The Senate Finance committee will meet at 2:00 PM in the Senate Finance Hearing Room, and will receive testimony on HB482 (Amstutz) Capital Appropriations.
WEDNESDAY, MARCH 28, 2012
Senate Finance Committee, chaired by Senator Widener The Senate Finance committee will meet at 9:00 AM in the Senate Finance Hearing Room, and will receive testimony on HB482 (Amstutz) Capital Appropriations.
House Education Committee, chaired by Representative Stebelton The House Education Committee will meet at 5:00 PM in Hearing Room 313. The committee will receive testimony on the following bills:
- HB462 (Pelanda) Withholding grades or credits-abused child.
- HB444 (Henne) Montgomery County Schools Pilot Program
- HB437 (Roegner/Patmon) School Board Vehicles – Out of State Travel
- HB191 (Hayes/Patmon) Minimum School Year
THURSDAY, MARCH 29, 2012
House Finance and Appropriations Committee, chaired by Representative Amstutz The House Finance and Appropriations Committee will meet at 10:00 AM in Hearing Room 313 to receive testimony on HB487 (Amstutz) Mid-biennial Review Budget.
Senate Bill 316 Makes More Changes in Education Laws: Senate Bill 316 was introduced on March 22, 2012 and will be sponsored by Senator Lehner at the request of Governor Kasich. The bill is part of Governor Kasich’s mid-biennium budget review, and makes a variety of changes in education law regarding the state’s system of rating and ranking schools/districts; community schools; dropout prevention schools; preschool/child day care centers; teacher evaluations; blended learning; etc. The bill does not include the legislative changes for the Cleveland Plan proposed by Mayor Frank Jackson and the business/foundation leaders in Cleveland. That bill is expected to be introduced in the Senate soon.
The following is a preliminary review of some of the components included in SB316. The bill cleans-up some dates and language, and amends and adopts new sections of law regarding child day care, including Type B family day-care homes (Sec. 5104). In fact the bill’s LSC title, Mid-term budget review-education/type B family day-care homes-revise law, hardly describes the number of education provisions that are changed in the bill.
Preliminary Review of SB316:
- Sec. 3301.079 Directs the State Board of Education to adopt model curricula for grades Kindergarten through twelve that embed career connection learning strategies into regular classroom instruction, and provide information on the use of blended or digital learning in the delivery of the standards or curricula to students.
- Sec. 3301.079 Defines blended learning as the delivery of instruction in a combination of time in a supervised physical location away from home and online delivery whereby the student has some element of control over time, place, path, or pace of learning, and digital learning as learning facilitated by technology that gives students some element of control over time, place, path, or pace of their learning.
- Sec. 3301.0714 Allows other entities, such as state agencies (health, job and family services, mental health and developmental disabilities) that administer publicly funded programs and services to children who are younger than compulsory school age, in addition to school districts and community schools, to assign a unique data verification code to students upon enrollment, and requires community schools to ensure that the data verification code is included in the student’s records.
- Sec. 3301.0715 Requires boards of education to administer diagnostic assessments to students at least once annually to all students in the appropriate grade level, and report the results and any remediation plan developed for the student to the parents.
- Sec. 3301.52 Defines “school child” as a child who is enrolled in or is eligible to be enrolled in a grade of Kindergarten or above, but is less than fifteen years old.
- Sec. 3301.52 Defines “child care” as administering to the needs of infants, toddlers, preschool children, and school children outside of school hours by persons other than their parents or guardians, custodians, or relatives by blood, marriage, or adoption for any part of the twenty-four-hour day in a place or residence other than a child’s own home. States that “Child day-care center,” “publicly funded child care,” and “school-age child care center” have the same meanings as in section 5104.01 of the Revised Code.
- Sec. 3301.58 Makes changes in licensing preschool programs and child care programs.
- New Sec. 3301.941 Authorizes the collection of unique student data for early childhood programs publicly funded.
- New Sec. 3302.022 Requires by March 31, 2013 the State Board of Education to adopt performance indicators for dropout prevention and recovery programs operated by school districts or community schools for the purposes of the report cards required under sections 3302.03 and 3314.012 of the Revised Code. The performance indicators shall measure all of the following:
- The extent to which the district’s or school’s program meets each of the applicable performance indicators established under section 3302.02 of the Revised Code and the number of applicable performance indicators that have been achieved;
- The performance index score of the district’s or school’s program;
- Student academic growth in English language arts, mathematics, science, and social studies measured using nationally normed tests, the assessments prescribed by section 3301.0710 of the Revised Code, or other assessments approved by the department of education;
- Graduation rate for both of the following student cohorts: the percentage of students currently enrolled in a school who entered ninth grade for the first time five years prior to the current school year and earned a high school diploma by the completion of the current school year; and the percentage of students currently enrolled in a school who entered ninth grade for the first time six years prior to the current school year and earned a high school diploma by the completion of the current school year.
- Sec. 3302.03 Revises the criteria for rating school districts and buildings, and replaces the terms excellent, effective, continuous improvement, academic watch, and academic emergency, with letter grades, A, B, C, D, and F, respectively, beginning with the 2011-2012 school year. Defines the letter grades as follows:
- “A” for a district or school making excellent progress;
- “B” for a district or school making above average progress;
- “C” for a district or school making satisfactory progress;
- “D” for a district or school making less than satisfactory progress;
- “F” for a district or school failing to make satisfactory progress.
- Sec. 3302.03 Establishes a new rating system for school districts and buildings based on letter grades beginning with the 2011-12 school year. Prescribes how the letter grades will be determined for school districts and buildings based on the scores on performance indicators, performance index, adequate yearly progress, and value added. Requires the ODE to develop the method for prescribing the adequate yearly progress rating and the value added rating. Requires the ODE to compute an average value for each district and school, and assign a letter grade for overall performance.
- New Sec. 3302.033. Requires that the State Board of Education in consultation with the chancellor of the Ohio board of regents and any office within the office of the governor concerning workforce development, shall approve by December 31, 2012, a report card for joint vocational school districts.
- Sec. 3302.042: Establishes December 31st as the deadline for parents or guardians of eligible schools to file a petition requesting the district board of education to implement education reform options. (Parent Trigger)
- Sec. 3302.042 and 3302.12: Allows schools that have been restructured to operate under the new structure for up to three years.
- Sec. 3302.20: Requires the ODE to align the expenditure categories required for reporting classroom and non-classroom instructional operating expenditures with the categories used to report to the U.S. Department of Education under federal law. Extends the deadline for the State Board of Education to adopt a final set of expenditure standards to July 1, 2013. Removes a requirement that the ODE compute the expenditure data from 2008 – 2012. Requires that the ODE report the twenty per cent of all joint vocational school districts statewide with the highest report card scores.
- Sec. 3302.21 and 3302.25 Makes changes to the system that the ODE is required to develop to rank order all city, exempted village, and local school districts, community schools established under Chapter 3314, and STEM schools established under Chapter 3326 of the Revised Code based on expenditures. Removes joint vocational schools from the ranking system established for career technical schools. Cleans-up language and removes “administrative expenditures” and replaces the term with “non-classroom expenditures”.
- New Sec. 3302.41: Allows any local, city, exempted village, or joint vocational school district, community school, STEM school, or college-preparatory boarding school to operate all or part of a school using a blended learning model. Requires the State Board of Education to adopt standards for the operation of blended learning classrooms. Excludes internet- or computer-based community schools, as blended learning school authorized under this section.
- Sec. 3313.411 Makes changes regarding offering unused school district property to charter schools, and allows boards of education to offer school buildings to charter school governing authorities or individuals or groups holding valid preliminary agreements to open a charter school.
- Sec. 3313.608 Requires school districts to annually assess the reading skills of each student enrolled in Kindergarten to third grade by the 31st day of October and identify students who are reading below their grade level by the end of the school year. Requires the school district to develop and monitor a reading improvement plan and provide intense remediation to students entering the second grade after July 1, 2012 and reading below grade level during the summer before third grade, and intense remediation to students in the third grade. Specifies what shall be included in the plan. Denies promotion to students who enter the third grade in the 2012-13 school year and who do not improve on a reading improvement and monitoring plan for two or more years. Exempts limited English proficient students who have had less than two years of instruction in English, and certain students in special education programs.
- Sec. 3314.012 Requires charter schools to comply with Sec. 3302.03 regarding Ohio’s rating system for schools.
- Sec. 3314.015 Specifies that the Office of Ohio School Sponsorship, and not the ODE, may take over sponsorship of those community schools that lose their sponsors based on a decision by the State Board of Education to revoke the sponsor’s approval to sponsor a community school.
- Sec. 3314.016 Makes several changes in the qualifications of sponsors of community schools, and in how community schools are ranked. Requires the ODE to annually rank sponsors of conversion community schools and start-up community schools from highest to lowest based on a composite performance index score. Requires sponsors of community schools to comply with all provisions to report data or information to the ODE, and those that do not are not permitted to enter into contracts to sponsor additional community schools. Specifies that sponsors of conversion schools or start-up community schools that are ranked, based on the composite index score, in the lowest twenty percent of community school sponsors, are not allowed to enter into new contracts to sponsor community schools. The ODE shall publish the rankings required between the 1-15th day in October.
- New Sec. 3318.364 allows the Ohio School Facilities Commission to provide at its discretion assistance to a school district that has entered into an expedited local partnership agreement before the district is otherwise eligible for that assistance based on its percentile rank, if the commission determines that the district meets certain provisions.
- Sec. 3318.37 Changes the definition of exceptional need classroom facilities assistance based on health and safety rather than low wealth or large area school district.
- New Sec. 3319.031 Allows boards of education to assign the duties of a business manager to the treasurer.
- Sec. 3319.111 Requires the Board of Education not later than July 1, 2013 in consultation with teachers employed by the board, to adopt a standards-based teacher evaluation policy that conforms with the framework for evaluation of teachers developed under section 3319.112 of the Revised Code. Allows a person employed by an entity contracted by the Board of Education of a school district to conduct teacher evaluations. Requires the Board of Education of school districts to submit to the ODE the name of each teacher employed by the Board and their rating. States that “Notwithstanding any provision to the contrary in Chapter 4117. of the Revised Code, the requirements of this section prevail over any conflicting provisions of a collective bargaining agreement entered into on or after September 29, 2011.”
- Sec. 3319.112 Allows the State Board of Education to update the Ohio Teacher Evaluation Framework periodically.
- Sec. 3319.58 Requires classroom teachers (in city, exempted village, and local school districts, and currently teaching in a core subject area) and who have received a rating of ineffective on the evaluations conducted under section 3319.111 of the Revised Code for two of the three most recent school years to register for and take all written examinations of content knowledge selected by the department as appropriate to determine expertise to teach that core subject area and the grade level to which the teacher is assigned.
- Sec. 3319.58 Requires classroom teachers (in community schools and STEM schools and teaching in a core subject area) with a building ranked in the lowest ten per cent of all public school buildings according to performance index score, under section 3302.21 of the Revised Code, to register for and take all written examinations to teach that core subject area and the grade level to which the teacher is assigned under section 3319.22 of the Revised Code.
- Sec. 3323.011 Requires an individualized education program (IEP) to include for children fourteen, rather than sixteen, appropriate measurable post-secondary goals based on age-appropriate transition assessments related to employment in a competitive environment in which workers are integrated regardless of disability.
- Sec. 3333.0411 Requires the chancellor of the Ohio Board of Regents to report the aggregate academic growth data for students assigned to graduates of teacher preparation programs for teachers who teach English language arts or mathematics in any of grades 4-8 in a public school in Ohio and, for each approved teacher preparation program, the number and percentage of all graduates of the program who were rated at each of the performance levels prescribed by division (B)(1) of section 3319.112 of the Revised Code on an evaluation conducted in accordance with section 3319.111 of the Revised Code in the previous school year.
- New Sec. 4123.391 Allows the Department of Job and Family Services to establish “learn to earn programs” which are designed to increase an individual’s opportunity to move to permanent employment through a short-term work experience placement with an eligible employer.
- Sec. 4139.05 Makes some changes regarding apprentice programs and the apprenticeship council.
- Sec. 5104 Makes a variety of changes regarding licensed child care programs; the criteria for establishing the programs; the qualifications for the administrators and staff of licensed child care programs; the evaluation of the programs based on the tiered quality and rating system rather than a “voluntary child day care center quality rating system”, and more.
- New Sec. 5123.022 Establishes as a policy of the state that employment services for individuals with developmental disabilities be directed at placement whenever possible of each individual in a position in the community in which the individual is integrated with the employer’s other workers who are not developmentally disabled. The policy articulated in this section is intended to promote the right of each individual with a developmental disability to informed choice; however, nothing in this section requires any employer to give preference in hiring to an individual because the individual has a disability.
- Sec. 6301.02, 6301.04, 6301.06 Establishes the state workforce policy board established by section 6301.04 of the Revised Code and the local workforce policy board created pursuant to section 6301.06 of the Revised Code.
- Repeals Section 3314.36 which includes exemptions from the community school closure law (Sec. 3314.35) for dropout prevention and recovery programs.
- Repeals Section 3319.19 regarding offices of educational service center provided by county commissioners.
Ohio’s Ethics Laws Receive a “D”: The Center for Public Integrity, Global Integrity, and Public Radio International released on March 19, 2012 a report entitled “State Integrity Investigation.” The report rates states based on 14 categories that assess the risk of corruption in the state, such as the transparency of the legislative process, accessibility of public records, open public meeting, etc. No state received an A. New Jersey, Connecticut, Washington, California, and Nebraska earned the highest score a B; nineteen states earned Cs; 18 received Ds; and eight states, Michigan, North Dakota, South Carolina, Maine, Virginia, Wyoming, South Dakota and Georgia, earned Fs.
Ohio earned an overall “D”. Its highest score, a B, was earned for internal auditing. Ohio’s scores in the other categories are B- for state budget process; C- for public access to information; political financing; state civil service management; procurement; and ethics enforcement agencies; D+ for state pension fund management and state insurance commissions; D- for executive accountability and judicial accountability; and F for legislative accountability; lobbying disclosure; and redistricting.
The report cited some of the recent scandals and investigations as reasons for Ohio’s “D” rating, and also noted that the commissions established to oversee ethics issues in Ohio are appointed by elected officials, the very people who the commissions investigate.
The report is available.
Report on Dropouts Shows Some Progress: America’s Promise Alliance, along with the Alliance for Excellent Education, Civic Enterprises, and the Everyone Graduates Center at Johns Hopkins University, released on March 19, 2012 its latest report, “Building a Grad Nation Report: Progress and Challenge in Ending the High School Dropout Epidemic”.
America’s Promise Alliance, chaired by General Colin Powell and Alma J. Powell, launched Grad Nation in 2010 as a movement of dedicated organizations, individuals and communities working to end America’s dropout crisis. The goals of Grad Nation are a 90 percent high school graduation rate for the Class of 2020 and the highest college attainment rates in the world, with at least six in 10 students earning a college degree by 2020. The national graduation rate is currently 75 percent, and the number of students graduating from college is three in 10.
According to the report, one in four U.S. public school students (more than a million students each year) drop out of high school before graduation, making it harder for them to succeed in life, and costing our country billions of dollars in lost productivity.
The report also shows that more than half of states have increased graduation rates and the number of “dropout factories,” high schools that graduate 60 percent or fewer students on time, have decreased by 457 between 2002 and 2010. The number of “dropout factories” totaled 1,550 in 2010, down from 1,634 in 2009 and a high of 2,007 in 2002. As a result, 790,000 fewer students attended dropout factories in 2010 than 2002.
Key findings from the report show the following:
- The national graduation rate increased by 3.5 percentage points between 2001 and 2009 from 72 percent to 75.5 percent in 2009.
- The South and the suburbs saw the largest declines in the number of “dropout factory” schools with 410 and 171, respectively, between 2002 and 2009.
- Progress in towns and rural areas stalled in 2009-2010.
- States that showed the greatest change, decreasing the number of “dropout factory” schools by more than 50 between 2002 and 2010 are Texas (-122); Florida (-62); and Georgia(-54). These states increased graduation rates during this period as well.
- If each state had a graduation rate of 90 percent, 580,000 additional students would have graduated in the class of 2011, increasing the GDP by $6.6 billion and generating $1.8 billion in additional revenue as a result of increased economic activity.
The states that continue to increase graduation include Alabama, Florida, Georgia, Kentucky, Massachusetts, Missouri, New York, North Carolina, South Carolina, Tennessee, Texas and Wisconsin. Tennessee and New York have improved nearly an average two percentage-point per year.
States that are lagging include Arizona, Arkansas, California, Connecticut, New Jersey, Nebraska, New Mexico, Nevada, Rhode Island, and Utah.
One state, Wisconsin, has now met the national high school graduation rate goal of 90 percent and another state, Vermont, has nearly done so.
Ohio has increased its graduation rate from 77.5 in 2002 to 79.6 in 2009.
The report is available.
- SB316 (Lehner) Education Provisions for the Mid-biennium Review and Type B Family Day-Care Homes: Revises the law governing type B family day-care homes on January 1, 2014 and includes the education provisions supported by Governor Kasich’s Mid-biennial Review process.
Robert Lynch Testifies in Support of NEA Budget: Americans for the Arts President and CEO Robert L. Lynch and award-winning actor Stanley Tucci testified on March 22, 2012 before the House Appropriations Interior Subcommittee, chaired by Representative Mike Simpson, in support of funding for the National Endowment for the Arts (NEA) at a level of $155 million in FY13, included in President Obama’s budget.
According to the written testimony presented by Robert Lynch, the NEA, Rocco Landesman chair, supports creative sector jobs, improves community access to high quality artistic programming, spurs innovation, and strengthens the country’s nonprofit arts infrastructure.
Over the past two years budget recommendations have been made that would have reduced and even eliminated federal funding for the NEA, and Mr. Lynch expressed this gratitude to Committee Chair Mike Simpson and Ranking Member Jim Moran for their continued support for the mission of the NEA.
Currently the NEA budget is used to support nonprofit arts organizations during this economic crisis. Over the past few years nonprofit arts organizations have continued to struggle to maintain local, state, and federal funding, while private-sector support for the arts has also decreased. Forty-five percent of nonprofit arts organizations ended FY09 with a deficit.
But, in spite of the cutbacks and deficits, the nonprofit arts sector are contributing to the economic recovery by continuing to create jobs and revitalize communities by using modest federal support as seed money to maximize investments. Americans for the Arts’ “Arts & Economic Prosperity III” study shows that, “… the nonprofit arts industry generates $166 billion in economic activity every year, supporting 5.7 million jobs in the United States and generates nearly $30 billion in government revenue.” The for-profit arts industry employs 3.3 million in 800,000 arts-related businesses. According to the “2012 Creative Industries” study, arts-centric businesses represent 4.25 percent of all businesses and 2.15 percent of all employees nationwide. NEA support of initiatives such as Art Works, Challenge America Fast Track Grants, and Our Town promote artist access and revitalize communities.
The testimony is available.
Survey Shows that the Arts Are Being Marginalized: Common Core held a panel discussion on March 15, 2012 to explore if students are receiving adequate instruction in history, science, and the arts as states and districts begin to implement the Common Core standards in math and English language arts. The Common Core event was titled, “Truant from School: History, Science, and Art.”
Common Core has conducted a survey, “Learning Less”, and found that two thirds of teachers say disciplines such as art, science, and social studies are getting crowded out of the school day.
Panelist David Coleman said that “There is no such thing as doing the nuts and bolts of reading in Kindergarten through 5th grade without coherently developing knowledge in science, and history, and the arts.”
Common Core president Lynne Munson, a former deputy director of the National Endowment for the Humanities, said that, “We know students need a full education, particularly those who are perhaps unlikely to acquire knowledge of history, or the arts, or the wider world outside of the classroom. How can we use the levers of change available to educators right now, to bring some of these key subjects back into the curriculum?”
Common Core is currently working on curriculum maps that will bring history and geography into the Common Core State Standards, but did not report that they would be doing the same for the arts.
A video of the panel discussion will be made available soon.
The Common Core Blog is available.
The results of the survey, “Learning Less” are available.