If not for Dr. Roberta Newcomer …
As I embark on my journey as President of the Ohio Alliance for Arts Education I’ve taken some time to reflect on individuals and organizations who have made OAAE what it is today. In the process I quickly realized that I too, in part, am who I am because of some of the very same people who have made OAAE great.
In 1989, the Ohio Alliance for Arts Education (OAAE), in partnership with the Ohio Arts Council and the Ohio Department of Education and with the support of Ohio education and arts education associations, conducted the first survey of arts education in Ohio‘s public schools. Dr. Newcomer directed the effort as President of OAAE, and since that time five additional studies have been completed.
Through Dr. Newcomer’s vision, passion, and collaborative nature in the late 80’s and early 90’s work was carried-out with the Ohio Department of Education and the Ohio Arts Council on the “Vision for Arts Education.” The video Touch the Arts was developed and marketed through public broadcasting stations statewide. The OAAE’s advocacy efforts included working to secure high school graduation requirements in the arts. The Information Exchange was held at The College of Josephinum on the theme of “The Arts and Academic Excellence” with keynote speaker Rose Marie Myers (A+ Schools). The 1st Annual Advocacy Leadership Retreat was held in Wooster, Ohio with facilitator, David O’Fallon, of Humphrey Institute in Minnesota. Dr. Newcomer provided us, through her leadership, many firsts.
After her term as President she stayed very active with OAAE and served on its Board until her retirement more than ten years ago. During her time at the Ohio Department of Education, where she served as Arts for Handicapped Consultant then Music and Theatre Consultant, she assisted in securing grant awards, developing academic standards in the fine arts, planning and carrying out projects such as the Ohio Art Education Assessment Project and Project START ID, and worked closely with OAAE to ensure children had access to high quality arts education.
If not for Dr. Roberta Newcomer the OAAE would not have a series of research surveys and reports in its library, policy and laws regarding issues such as high school graduation requirements in the arts, and a strong foundation from which we continue to grow. Thank you, Dr. Roberta Newcomer for leading the way!
129th Ohio General Assembly: The Ohio House and Senate will hold hearings and sessions this week. House and Senate leaders are expected to complete the work of the 129th General Assembly and adjourn by the end of the week.
This Week at the Statehouse: The Senate Education Committee, chaired by Senator Lehner, will accept amendments to HB555 (Stebelton) Accountability/Districts/Schools on Tuesday, December 11, 2012 at 9:00 AM in the South Hearing Room. The bill revises the current ratings system for public schools, and revises the evaluation criteria for community school sponsors and dropout prevention and recovery schools. The committee also has an “if needed” meeting scheduled on Wednesday, December 12, 2012 at 9:00 AM in the North Hearing Room. If approved by the committee, the bill is expected to be placed on the Senate agenda for a vote.
Election Results Official: Secretary of State Jon Husted certified the results of the presidential and other statewide races of the November 2012 Election on December 6, 2012. President Barack Obama posted 2,827,621 votes and former Governor Mitt Romney’s 2,661,407 votes. In the U.S. Senate race, Democrat Sherrod Brown won with 2,762,690 votes compared to 2,435,712 votes for State Treasurer Josh Mandel. Official results were also posted for State Issues 1 & 2; three Ohio Supreme Court races; and 16 Congressional Districts.
The Cuyahoga County Board of Elections declared last week Representative Mike Dovilla (R-Berea) the winner of the 7th House District following a recount. Representative Dovilla had 118 votes more than former Representative Matt Patten (D-Strongsville).
The recount in the 98th Ohio House District continues. Representative Al Landis (R-Dover) has a lead over former Representative Joshua O’Farrell (D-New Philadelphia). The results are expected to be certified on December 10, 2012.
If the Republicans do win in the 98th House District, they will have 60 seats to 39 for the Democrats, and a super majority in the Ohio House.
Election results are available.
Funds for the SEED School Approved: The Controlling Board on December 3, 2012 approved the release of $16.09 million from the Ohio Facilities Construction Commission to build a new college prep boarding school in Cincinnati: The SEED School of Cincinnati. The new school was created in HB153, the FY12-13 budget, and will eventually serve up to 400 at-risk and low income students in Ohio in grades 6-12, five days a week, 24 hours a day. The school will be operated by the nonprofit SEED Foundation, which operates similar schools in Baltimore and Washington, D.C. Another $20 million will donated from the SEED Foundation to construct dormitories. The Ohio School Facilities Commission will provide $16.09 million to construct the school and another $8 million will be provided by the SEED Foundation. The total amount needed to construct the dorm is $39.67 million. The school plans to open in the 2013-14 school year.
HB462 Approved: The Ohio House approved on December 5, 2012 HB462 (Pelanda), which authorizes juvenile court judges to order schools to release the grades, credits, and other documents of an abused child to a receiving school, when the child’s records are being withheld, because of non-payment of fees or fines.
State Board of Education to Meet: The State Board of Education, Debe Terhar president, will meet on December 10 and 11, 2012 at the Ohio School for the Deaf, 500 Morse Road, Columbus, OH.
Meeting on Monday, December 10, 2012
A 119 Hearing on Assessment Rules 3301-13-01,-02,-05,-06, and -08 will be held at 8:30 AM followed by the meeting of the Executive Committee at 9:00 AM. The Executive Committee, Debe Terhar chair, will discuss the Superintendent’s search and approve a Resolution of Intent to adopt rules regarding Notice of Meetings.
The State Board of Education’s Achievement Committee, Capacity Committee, and Committee on Urban Education Committee will meet at 10:00 AM.
The Achievement Committee, chaired by Angela Thai Bennett, will continue a discussion about Ohio’s restraint and seclusion policy and rules; discuss amendments to Rules 3301-51-01 to -11, Operating Standards for Children with Disabilities; and receive an update on the Financial Literacy Standards.
The Capacity Committee, chaired by Tom Gunlock, will consider the following items:
- Rule 3301-24-08, Professional and Associate License Renewal
- Rule 3301-24-19 to -20, Alternative Resident Educator License Performance Based Licensure for Administrators
- Discuss the third member of the panel of experts to evaluate the teacher licensure standards of identified states pursuant to ORC 3319.228
- Receive an update on new licensure assessments by the Evaluation Systems Group of Pearson
The Committee on Urban Education, chaired by Joe Farmer, will discuss the following items:
- Review and revise the outline for Single Gender Schools
- Review and discuss the research and the work of organizations and coalitions focused on best practices in closing the achievement gaps.
The full State Board will then receive at 11:00 AM a presentation on the Standards for Waivers pursuant to HB153.
The State Board will conduct an Executive Session at 1:15 PM, and then reconvene in public session no earlier than 2:30 PM. At that time the State Board will receive a presentation on the proposed Restraint and Seclusion Policy.
Committees will report their actions at 3:30 PM and the Board will recess.
The Legislative and Budget Committee, chaired by C. Todd Jones, will meet at 3:45 PM and discuss the federal sequestration process and receive an update on HB555 (Stebelton) Accountability System for Districts/Schools.
Meeting on Tuesday, December 11, 2012
The State Board of Education’s business meeting will begin at 8:30 AM, and, following public participation on agenda items, receive the report of the Acting Superintendent of Public Instruction, Michael Sawyers; vote on the Report and Recommendations of the Acting Superintendent of Public Instruction; consider old business and new business; receive public participation on non-agenda items; and adjourn.
The following is a summary of the resolutions that the State Board of Education will consider at their December 11, 2012 meeting:
#3 Resolution of Intent to Amend Rule 3301-4-01 of Administrative Code entitled “Notice of Meetings”.
#4 Resolution of Intent to Amend Rule 3301-23-44 of the Administrative Code entitled “Temporary and Substitute Licenses.”
#5 Resolution of Intent to Amend Rule 3301-24-09 of the Administrative Code entitled “Performance-Based Licensure for Administrators.”
#6 Resolution of Intent to Consider Confirmation of the Rocky River City School District’s determination of impractical the transportation of certain students attending St. Bernadette Elementary School, Westlake, OH.
#7 Resolution of Intent to Consider Confirmation of the Rocky River City School District’s determination of impractical the transportation of certain students attending St. Paul Lutheran School, Westlake, OH.
#8 Resolution of Intent to Consider Confirmation of the Rocky River City School District’s determination of impractical the transportation of certain students attending St. Raphael Elementary School, Bay Village, OH.
#9 Resolution to Confirm and Approve the Recommendation of the Hearing Officer and to Approve the Transfer of school district territory from the Toledo City School District, Lucas County to the Ottawa Hills Local School District, Lucas County, pursuant to Section 3311.24 of the Ohio Revised Code.
#18 Resolution to Amend Rule 3301-24-01 of the Administrative Code entitled “Glossary/Definitions.”
#19 Resolution to Amend Rule 3301-24-05 of the Administrative Code entitled “Licensure.”
#20 Resolution of Appointment to the Educator Standards Board.
#21 Resolution to Adopt Standards for Determining Annual Operating Expenditures Pursuant to ORC 3302.20.
#22 Resolution to Approve a Third Member of the Panel of Experts to Evaluate the Teacher Licensure Standards of Identified States Pursuant to ORC 3319.228.
#23 Resolution to Adopt Standards Allowing the State Superintendent of Public Instruction to Grant Waivers of the Operating Standards for Schools in Accordance With R.C. 3301.07 (O).
States Increase Instructional Time: Arne Duncan, Secretary, U.S. Department of Education, announced on December 3, 2012 that five states will increase instructional time for some students in 2013 as part of a three-year pilot program to increase student achievement.
The states participating in the pilot project include Colorado, Connecticut, Massachusetts, New York, and Tennessee. Almost 20,000 students in 40 school districts will be affected. The pilot project allows districts, parents, and teachers to decide whether to make the school day longer, add more days to the school calendar, or do both.
The cost of the expanded learning time will be covered by federal, state, and district funds and support from the Ford Foundation and the National Center on Time & Learning.
According to a press release, the extended learning time will provide students with access to a more well-rounded curriculum that includes the arts and music, individualized help for students who fall behind, and opportunities to reinforce critical math and science skills.
According to research, adding at least 300 hours to the standard school calendar increases educational outcomes. However, some researchers also note that the highest performing countries, such as South Korea, Finland, and Japan actually spend less time in school than most students in the U.S.
According to the National Center on Time & Learning, over 1,000 U.S. schools already operate on expanded schedules, an increase of 53 percent over 2009.
Study of the Carnegie Unit Announced: The Carnegie Foundation for the Advancement of Teaching announced last week that it had received a $460,000 grant from the William and Flora Hewlett Foundation to study the Carnegie Unit and its future in American education.
The Carnegie Foundation created the Carnegie Unit in 1906 as a standard to document the progress that students were making toward high school graduation. The unit equates to 120 hours of instruction in a subject. (For example, a student passing a class that meets 40 minutes a day, five times a week, for 36 weeks would earn one Carnegie Unit.)
According to a press release by the Carnegie Foundation, the Carnegie Unit was not intended to measure, inform, or improve the quality of teaching or learning, but over time “…it became and still remains the near-universal metric for student attainment across our nation’s secondary and higher education systems.”
Thomas Toch, a Carnegie senior managing partner, and Elena Silva, a senior associate for research and policy, will lead this project to determine how a revised unit, based on competency rather than time, could improve teaching and learning in high schools, colleges, and universities. The project will include input from education experts and stakeholders. The findings, including an analysis of the value of the Carnegie Unit in today’s educational context and the potential consequences of creating a new unit of learning, will be published in a report in 2014.
The announcement is available.
Grants Awarded for Support Collaboration: The Bill & Melinda Gates Foundation announced on December 5, 2012 that seven school districts will receive a total of $25 million in grant money to support district-based efforts to foster collaboration and reduce tension between district schools and charter schools. School districts receiving the grants include the Philadelphia, Boston, Denver, New Orleans, New York, Hartford, and Spring Branch, Texas school districts.
These school districts are part of a group of 16 cities which have signed District-Charter Collaboration Compacts. The grants will be used by the school districts to scale-up initiatives, including joint professional development for teachers in charter and district schools; implementing the Common Core State Standards with aligned instructional tools and supports for teachers; creating personalized learning experiences for students; universal enrollment system for all public schools in a city; and common metrics to help families evaluate all schools on consistent criteria.
According to a press release, “Since 2010, the Bill & Melinda Gates Foundation has invested in District-Charter Collaboration Compacts in Austin; Baltimore; Boston; Central Falls (RI); Chicago; Denver; Hartford, (CT); Los Angeles; Minneapolis; Nashville; New Orleans; New York City; Philadelphia; Rochester (NY); Sacramento; and Spring Branch (TX). In these cities, public charter and district school leaders, teachers, superintendents, and other community partners, such as mayors and local teachers’ unions or school board members, are working together to ensure all students in their communities receive a high-quality education that prepares them for college and career.”
The press release is available.
Data on State Graduation Rates Released: The U.S. Department of Education released on November 26, 2012 preliminary four-year high school graduation rates for the 2010-11 school year reported by most states. (Three states did not provide data and have been given extensions: Idaho, Kentucky, and Oklahoma.)
The new method to calculate the graduation rate tracks individual students who start as first-time 9th graders and graduate with a standard diploma within four years.
According to the data, state graduation rates range from 59 percent in the District of Columbia to 88 percent in Iowa, and rates range widely for different subgroups of students.
The October 2008 federal Title I regulations require each state to establish a single graduation rate goal and annual targets that reflect improvement from the prior year. Approved goals and targets for each of the 50 states, the District of Columbia, and Puerto Rico are included in each state’s approved Accountability Workbook or in the state’s approved ESEA flexibility request.
According to the preliminary data released, the graduation rate in Ohio was 80 percent overall. Ohio students posted a 59 percent graduation rate for African American students; 53 percent rate for students with Limited English Proficiency (LEP); and a 65 percent rate for students from economically disadvantaged families. Ohio’s goal is to reach a 90 percent graduation rate by 2019 through incremental increases.
The graduation rate data is available.
Money Follows the Child System Proposed for Michigan: A new funding system has been proposed in Michigan to replace the existing School Aid Act of 1979. The proposed plan, Michigan Public Education Finance Act of 2013, is based on Michigan Governor Rick Snyder’s proposal to create a public education funding system that allows a student to learn “Any Time, Any Place, Any Way and Any Pace”.
This proposal is relevant to Ohio, because Governor Kasich has expressed that a similar school funding system be implemented in Ohio. School leaders in Ohio expect that this new system will be included in the next biennial budget bill along with other education reforms. The new school funding system is described as “money follows the child”, because state funds for the education of a child would be distributed to “entities” (which might include schools) selected by parents to provide education, rather than to school districts based on the average daily membership of students attending the district.
The proposed Michigan plan was developed by the Michigan Education Finance Project, which was launched in June 2012. A draft of legislation to implement the plan is posted on the Oxford Foundation-Michigan web site at http://oxfordfoundationmi.com/. According to the web site, the proposed plan includes the following elements:
- Removes District “Ownership” of a Student. A student will be allowed to take a course, multiple courses, or the student’s entire bundled education package from any public education district in the state. A local school district will maintain its ability to determine whether to participate in open enrollment.
- Creates Online Learning Options with Performance Funding. A student will be allowed to access instruction from across the state using technology. The district providing the online courses will receive public funding based on performance measures. A district will not be allowed to limit a student’s choices.
- Distributes State Funds Based on Student Choice: Under the current model, a school receives 90 percent of its state general education funding based on where a student sits on the first Wednesday in October. A new distribution system will allow state funding to follow the child. Fifteen other states are already using this method for allocating funds.
- Supports a Framework for Performance-based Funding for all Courses. A framework is available for the full implementation of computer-adaptive student growth and assessment tools . The current growth funding incentives for the next fiscal year will be maintained until the Smarter Balanced Assessments and the recommendations from the Michigan Council on Educator Effectiveness are complete.
- Creates Early Graduation Scholarships. These scholarships will be used as an incentive for students – who are ready – to graduate early. $2,500 will be available for each semester a student graduates early.
The bill includes transition provisions to allow school districts and all public schools time to adjust to the new system.
In response to the new finance plan, Michigan State Senate Democratic Leader Gretchen Whitmer wrote in the Daily Kos on November 20, 2012 the following: “Yesterday, Governor Snyder released the latest and most offensive step in his anti-education agenda in the form of a proposed overhaul of Michigan’s school aid funding. The deeply flawed plan would end public education as we know it in Michigan by enacting nearly the same voucher system that Michigan voters overwhelmingly rejected in 2000. It would create fiscal uncertainty for every single school in the state and only succeed in lining the pockets of the CEOs running for-profit corporate schools.”
“It isn’t a plan that looks forward, it’s one that only looks back on previous attempts by out-of-state interests to profit off of Michigan’s students. It’s a plan that says the education of our children is better left to the corporate accountants at “Schools, Inc.” than it is with the teachers in our classrooms. It’s nothing short of a disaster waiting to happen and one that I find simply offensive as both a legislator and as a mother of two young girls…”
Senator Whitmer’s remarks are available.
See also Classes a la carte: States test a new school model by Stephanie Simon, Reuters, December 6, 2012.
The Cost of Testing: A report published by the Brookings Institution on November 29, 2012 entitled Strength in Numbers: State Spending on K-12 Assessment System by Matthew Chingos, analyzes the state level costs for assessment systems based on data from state contracts with testing vendors assembled by the Brown Center on Education Policy at the Brookings Institution.
The author found that the cost for assessments in 45 states was $669 million annually; that averages out to $27 per student in grades 3-9; six testing vendors account for 89 percent of the costs; and per student spending on assessment varies significantly by state. For example, in Oregon the cost is $13 per student; California $16 per student; Delaware $73 per student; and Hawaii $105 per student. Larger states spend less than smaller states on assessments per student.
The author estimates that the total cost for assessments is probably closer to $1.7 billion nationally, when all states are included. (The report did not have data from some states representing 6 percent of students in school in the U.S.)
According to the report, states can save money and maintain the quality of the tests through consortia and collaborations. The Smarter Balanced Assessment Consortia and the Partnership for the Assessment of College and Career Readiness are two consortia that are working with states to implement assessments for the Common Core standards. Federal funds are currently being used to support this work, but those funds end in 2014, and it is not clear how the assessment program will be sustained.
According to the author there is a lack of transparency in assessment pricing which makes it difficult for state education leaders to make informed decisions about assessments. The report recommends that the consortia of states use their market power to encourage test-makers to divulge more details about their pricing models.
The report is available.
New York School Funding Advocates Threaten Action: An article in the New York Times reports that the Campaign for Fiscal Equity, an organization in New York State that won a school funding lawsuit in New York in 2007, is threatening to file another lawsuit to force New York State to comply with an agreement to increase funding for poorer school districts following the court’s ruling. (Group May Sue Over Money Owed to Poor New York School Districts by Danny Hakim, New York Times, November 28, 2012)
The Campaign believes that New York is at least $5 billion behind in funding as a result of decreases in state funding for schools imposed to cope with state budget deficits and a cap on property tax increases. These actions have exacerbated the funding gap between rich and poor school districts.
The article is available.
Overview of Teacher Evaluation Systems: An article in The Hechinger Report ED blog finds that at least 30 states are launching teacher evaluation systems, but are basing the systems on different criteria for assessing teacher quality. (“No consensus on which skills should be included in teacher evaluations”, The Hechinger Report Ed Blog, November 29, 2012.)
For example, in Los Angeles teachers will be evaluated on a list of 61 criteria during classroom observations; in Louisiana principals will evaluate teachers based on five skills; and in Tennessee principals will use a checklist of 19 skills.
The article states that teacher evaluations are increasingly being used to make employment decisions in many states, raising questions about the validity of the evaluations, since there is no agreement about what the measures should be. However, a recent report issued by the Bill & Melinda Gates Foundation found that “teachers who effectively demonstrated the types of practices emphasized in any given system had greater student achievement gains than other teachers.”
But teacher evaluations should also be used to help low-performing teachers improve their practice, and researchers have found that “…teachers assessed with more detailed observation tools are more likely to change their classroom practices.”
The article is available.
A+ Schools Featured: An article in Education Week by Erik W. Robelen features a visit to the Millwood Arts Academy, one of the schools in the Oklahoma A+ Schools Network that infuses the arts and focuses on eight essentials to improve student learning. (Focus On: ARTS A+ Schools Infuse Arts and Other Essentials by Erik W. Robelen, Education Week, November 27, 2012.)
The Oklahoma A+ Schools network is affiliated with the University of Central Oklahoma in Edmond and includes nearly 70 public/private, magnet, and charter schools in urban, suburban, and rural areas of Oklahoma. Some of the schools serve low-income families. The network is supported by both public and private dollars, with all professional development and other supports free to participating schools. Recently state funding was cut back from $670,000 in 2011 to $125,000 in the latest budget.
A+ Schools was launched in North Carolina in 1995. The program emphasizes the arts as content areas and infuses the arts across the curriculum. The program focuses on seven core principles or essentials: curriculum, experiential learning, multiple intelligences, enriched assessment, collaboration, infrastructure, and climate. In Oklahoma the schools also focus on nurturing creativity in every learner. According to the article, A+ Schools are also found in Arkansas and are expanding to Louisiana.
The A+ Schools Network is supported by a rigorous evaluation component that over time has documented the success of the program in increasing student outcomes, including test scores. In 2010 the Oklahoma A+ Schools issued a report that included data collected by researchers from 2002 to 2007. It found that participating schools, on average, “consistently outperform their counterparts within their district and state on the [Oklahoma] Academic Performance Index.” The study also found that the program increased student attendance, decreased disciplinary problems, and increased parent and community engagement.
According to the article the network faces continual challenges, such as attracting sufficient state aid, staff turnover, emphasis on testing which reduces instructional time in other content areas, and maintaining the level of fidelity to the A+ essentials. Changes in Oklahoma to the new teacher evaluation system, new letter grades for schools, the advent of the Common Core State Standards, and a new 3rd grade retention policy for struggling readers, are also putting pressure on A+ Schools to produce results.
The article is available.
Rocco Landesman to Resign at the End of This Year: Rocco Landesman, chairman of the National Endowment for the Arts (NEA), announced on November 20, 2012 that he would be stepping down at the end of this year. Mr. Landesman was confirmed as the tenth chair of the NEA in August 2009. During his term he created new partnerships with organizations and other federal agencies to strengthen the arts in communities; increased the scope and impact of research in the arts; and has been an outspoken advocate for the arts and arts education as drivers of the economy, communities, and preK-16 education. Joan Shigekawa, NEA’s senior deputy chairman will serve as the acting head until a permanent successor is confirmed.
Information is available.
EdTA Releases 2012 Survey of Theatre Education in US High Schools: The Educational Theatre Association (EDTA) released on November 28, 2012 the results of a national survey of the state of high school theatre in the United States.
The 2012 Survey of Theatre in the United States Schools, conducted by professor and researcher Dr. Matt Omasta and graduate students at Utah State University, is the first comprehensive study of the field since 1991. The survey includes responses from 1,245 public schools in the United States with an enrollment of at least 200 on a number of questions regarding participation in drama programs, student and faculty demographics, employment of theatre teachers and artists, faculty qualifications and assessment, the theatre curriculum, production activities, perceptions of the value of theatre programs, budgets and finances, facilities, technology, and more. The following are some of the findings of the survey.
- 76 percent of schools offer courses in theatre during the school day, and 89 percent offer extracurricular production activity. Both numbers are up significantly since similar studies were published in 1970 and 1991.
- Production budgets are also up. The average cost of mounting a musical on a school stage is $7,394. The average production budget for a non-musical full-length play is $2,451.
- Full-time theatre teachers work an average of just under fifty-four hours a week.
- 20 percent of theatre teachers said that at least part of their evaluation was linked to test scores or other assessments of student achievement.
- 18 percent of teachers report that a script they intended to produce has been the subject of a community challenge or negative administrative review in the past two years. The most frequently mentioned titles: The Laramie Project, Urinetown, and Rent.
According to a press release about the survey, lead researcher Omasta will continue to analyze the survey data, which will be posted on Schooltheatre.org. He will also conduct a follow-up survey for schools that did not participate in the original survey to determine if the data in the study represents the status of theatre education in schools across the country.
The results of the survey are available.
National Arts and Humanities Youth Program Award: The President’s Committee on the Arts and the Humanities, in partnership with the National Endowment for the Arts, the National Endowment for the Humanities, and the Institute of Museum and Library Services, is pleased to invite applications for the 2013 National Arts and Humanities Youth Program Awards.
The twelve award-winning programs this year will receive $10,000 and an invitation to accept their award from the President’s Committee’s Honorary Chairman, First Lady Michelle Obama at a ceremony at the White House.
After-school and out-of-school time arts and humanities programs are encouraged to consider submitting an application. Programs applying for the award must meet all of the National Arts and Humanities Youth Program Award’s Eligibility Criteria available.
Completed applications will only be accepted via the online process. The deadline for application submissions is Monday, February 4, 2013, 5:00 PM PST.
Applications are available.
NAfME’s Share Your Story Campaign: The National Association for Music Education (NAfME) is asking music educators, students, parents, and community leaders to participate in the Share Your Story Campaign, an effort to publicize and promote the value of music education for students and our society.
Between now and January 31, 2013 NAfME will collect stories about music education from across the country and will be working with state and national music education leaders to share stories with elected officials.
More information, including how to participate, is available.