The Ohio Alliance for Arts Education is participating in The Big Give, which starts tomorrow at 11AM and runs for 24 hours. The Columbus Foundation, its family of donors, and community partners are providing a $1 million bonus pool for the Big Give. Donations Received during the 24-hour event will be eligible for bonus pool funds on a pro rata basis. All credit card fees are being paid by The Columbus Foundation so that 100 percent of your donation will come directly to the Ohio Alliance for Arts Education.
Your support to the Ohio Alliance for Arts Education can help to ensure the arts are an integral part of the education of every Ohioan. By contributing to the OAAE during the Big Give, you are helping to support quality arts education programming through our Community Arts Education Programs, innovative collaborations between schools and cultural institutions to promote the arts as equal partners in the educational enterprise, and professional development of teachers and artists through in-services, conferences, symposiums, and the development and dissemination of information resources.
To find our more about the Big Give visit the Columbus Foundation’s website. To donate to OAAE search for the Ohio Alliance for Arts Education through the PowerPhilanthropy page. If you have questions please call us at 614.224.1060
130th General Assembly: No sessions are scheduled for the Ohio House and Senate this week, but the following committees will be meeting: The House Tax Reform Committee, the Subcommittee of the Ohio Constitutional Modernization Commission’s Organization and Administration Committee, and the House Higher Education Study Committee.
Straight A Fund Board Approves Application: Members of the Straight A Fund Governing Board, chaired by Alex Fischer, met last week to review a draft application form developed by the Ohio Department of Education (ODE).
The application form was approved and is available.
The deadline for submitting applications for Straight A Fund Grants is October 25, 2013. The Fund’s governing board is scheduled to meet November 12, 2013 and December 3, 2013 to review the applications. Awards will be announced in December and distributed in January 2014.
The Straight A Fund governing board includes Alex R. Fischer of Columbus, Kristina L. Phillips-Schwartz of Loveland, Representative Gerald Stebelton (Lancaster), Colleen Grady, and John Scheu, superintendent of Sidney City Schools, and State Superintendent of Public Instruction, Richard Ross. The board still has three vacancies.
The Ohio Department of Education has scheduled two webinars this week to explain to potential applicants how the grants will be awarded:
Straight A Fund Overview: What’s required and how can I apply?
Wednesday, September 18, 2013 at 11:00 AM
Straight A Fund staff will discuss the application and scoring process and highlight key dates and field questions about how schools can successfully submit innovative and efficient project proposals.
To participate, click here.
Straight A Fund Sustainability: What is it and why is it important?
Thursday, September 19, 2013 at 11:00 AM
Straight A Fund staff will discuss why Straight A Fund grants must be sustainable and how applicants must demonstrate sustainability.
To participate, click here.
Update on Kindergarten Assessments: The U.S. Department of Education announced on September 12, 2013 the recipients of more than $15.1 million in Enhanced Assessment Grants (EAGs). The grants will be awarded to North Carolina, Maryland, and Texas to develop or enhance their Kindergarten entry assessments. Maryland’s grant of $4.9 million will be used to support the work of a 7-state consortium, which includes Ohio. The grant will be used to enhance a multi-state, state of the art assessment system, composed of a Kindergarten early assessment and aligned formative assessments.
Congress Is Back in Session: Members of the U.S. House and Senate returned to Washington, D.C. in early September and continued where they had left off. Currently lawmakers are focused on Syria, national security leaks, Obamacare, the debt ceiling, and how to keep the government running if lawmakers don’t approve appropriations for FY14 by October 1, 2013. Work also continues on finding ways to mitigate the effects of sequestration on education programs, such as Head Start; the reauthorization of the Elementary and Secondary Education Act (No Child Left Behind); and implementation of Common Core State Standards, Common Core assessments, teacher evaluations, and lowering the cost for higher education.
The House and Senate education committees are also holding hearings this month on the following topics:
- The House Education and Workforce Committee, chaired by Representative Kline, has scheduled a number of hearings on career technical education and training programs; keeping college tuition affordable and accessible; and strengthening the Institute of Education Sciences. The committee’s focus on higher education ties into its work to reauthorize the Higher Education Act.
- The Senate Health, Education, Labor, and Pensions Committee, chaired by Senator Harkin, is expected to focus on the reauthorization of the Higher Education Act, the Child Care and Development Block Grant, and President Obama’s prekindergarten initiative.
GAO Issues Report About IES: George A. Scott, director of the Government Accountability Office (GAO), division on education, workforce, and income security issues, testified before the House Education and Workforce Committee, chaired by Representative John Kline, on September 10, 2013 about the preliminary results of a study of the operations of the U.S. Department of Education’s, Institute of Education Sciences (IES). The full report is expected to be released later this year.
The study found, according to the testimony, that measuring the effectiveness of some IES initiatives is difficult, because the audience is not clear; the results of IES research is often published too late to be of use to policy makers or practitioners; and IES research reports are not published in a way to attract non-academic audiences. The study also found that the Regional Education Laboratories (RELs), which are overseen by the IES, do not have clear accountability measures, and so some are more productive than others.
The testimony is available.
Guidelines for Research Released: The U.S. Department of Education’s, Institute of Education Science (IES) and the National Science Foundation (NSF) released in August 2013 new guidelines for education research and development, entitled Common Guidelines for Education Research and Development: A Report from the Institute of Education Sciences, U.S. Department of Education and the National Science Foundation.
The guidelines establish cross-agency common expectations for improving the “quality, coherence, and pace of knowledge development” in science, technology, engineering, and mathematics (STEM) education. According to the press release, these guidelines can also be applied to research in other content areas as well.
The guidelines identify six types of research that generate evidence about strategies and interventions for increasing student learning, and describe the “….agencies’ expectations for the purpose of each type of research, the empirical and/or theoretical justifications for different types of studies, types of project outcomes, and quality of evidence.” The six types of research are listed below:
- Foundational Research: Provides the fundamental knowledge that may contribute to improved learning and other education outcomes. This research tests, develops, or refines theories or methods of teaching and learning.
- Early-stage or Exploratory Research: Examines relationships among important constructs in education and learning to identify logical connections that may provide a basis for interventions or strategies. This research establishes correlations, not causes.
- Design and Development Research: Draws on existing theory and evidence to design and iteratively develop interventions or strategies, including testing individual components to provide feedback in the development process. -Efficacy Research: Allows for testing of a strategy or intervention under “ideal” circumstances.
- Effectiveness Research: Examines effectiveness of a strategy or intervention under circumstances that would typically prevail in the target context.
- Scale-up Research: Examines effectiveness in a wide range of populations, contexts, and circumstances, without substantial developer involvement in implementation or evaluation.
The report includes the purpose, theoretical and empirical justifications, expectations for research design and expected products, and expectations for review for each of the types of research identified. This information is presented in detailed tables.
September 2013 State Board of Education Meeting: The State Board of Education, Debe Terhar president, met on September 9 and 10, 2013. This month the State Board welcomed Ronald W. Rudduck of Wilmington as the representative of the 10th State Board District. He is a former superintendent of the Clinton-Massie Local School District and serves as an adjunct professor at Xavier University and Antioch University Midwest teaching school finance.
President Terhar also announced the appointment of Dr. Mark Smith as the chair of the Urban Education Committee. He replaces Angela Thai Bennett, who recently resigned from the State Board.
The following is a summary of some of the presentations and issues addressed by the State Board at the September 2013 Meeting:
Hearing on Operating Standards: The State Board of Education received testimony from several stakeholders regarding Rules 3301-35-01 to 11, known as Operating Standards for Schools and Districts. The State Board is currently revising the standards, and held a hearing on September 9, 2013 to begin the process. The State Board appointed a committee to review Operating Standards last year, but no action was taken on the standards until now. Kevin Duff, a Senior Policy Analyst at the ODE, and Deputy Council for the ODE Sharon Jennings are leading the revision process for the ODE.
After reviewing the history and components of the Operating Standards, the State Board received testimony from Colleen Grady, Republican Education Advisor for the Ohio House and Speaker Batchelder; Becky Higgins, President of the Ohio Education Association; Rick Lewis, Executive Director, and Damon Asbury, Director of Legislation, for the Ohio School Boards Association; Kirk Hamilton, Executive Director of the Buckeye Association of School Administrators; Larry Keough, Ohio Catholic Conference; Melissa Cropper, President of the American Federation of Teachers and Deb Tully, Director of Professional Issues, Ohio Federation of Teachers; and Donna Collins, Executive Director of the Ohio Alliance for Arts Education.
Colleen Grady reviewed for the State Board the recent legislative changes that affect Operating Standards, and said that the changes will focus the standards on meeting the individual learning needs of students, including students with limited English proficiency, students from economically disadvantaged families, and students who are gifted. She noted that as State Board members discuss the pros and cons of “input verses output standards”, they must remember that there are not a sufficient number of valid outcomes to measure everything that is happening in schools. She recommended that the State Board engage in a process to set priorities and goals for revising operating standards. She also suggested that the State Board review the operating standards of states such as Massachusetts and Maryland, which are considered to have high performing education systems. Some states, for example Missouri, include indicators in their operating standards, combining inputs and outputs. The State Board might also consider establishing exemplary or aspirational standards to help drive innovation and improvement.
Rick Lewis and Damon Asbury said that the OSBA supports operating standards that have a clear purpose, support high quality, and hold school boards accountable. They believe that the current standards are reasonable, but also said that standards must provide sufficient flexibility so that schools can implement innovative instructional approaches. The current standards should be improved so that they are clearer and set a reasonable roadmap for school districts to follow.
When asked by Board members Bryan Williams and Tom Gunlock if the state report card could eventually replace the operating standards as a way to measure quality, Mr. Lewis responded that some measures of the new report card still need to be “flushed out”. For example, the results of the latest report cards show a correlation between high achieving districts and high socio-economic status. He also noted that there are not output measures for many things that schools do. Boards of education also need benchmarks to track quality, and guidelines to follow to improve low performing schools.
Kirk Hamilton, representing BASA, warned that one-size-fits-all standards do not work in Ohio, which has very diverse schools and school districts. Yet, school districts should have interventions and guidelines to follow when they are not succeeding. State standards serve as a way to ensure that students receive access to educational opportunities that might not be a priority in some communities, such as services for gifted students.
Melissa Cropper and Deb Tully said that the purpose of Operating Standards is to make sure that all Ohio’s children have a positive educational experience. These standards are considered best practices and are based on research about what really works in education. Schools and districts should be provided flexibility and sufficient resources to implement the standards. They recommended that the revised standards meet the following priorities:
- Focus on the best interests of children. Decisions should be made based on best practices for learning rather than finances.
- Apply to all public schools, including community schools
- Enable parents, teachers, and the community to participate in determining the needs of the school
- Include the professionals in the school in the all discussions, including discussions about granting waivers.
Donna Collins described how Ohio’s Operating Standards establish the “conditions for learning” in the arts and all subjects in Ohio’s schools. The current operating standards ensure that students have access to the study of the arts taught by a credentialed teacher; sequential learning in the arts based on courses of study in the arts; and sufficient opportunity for students to achieve locally developed learning and performance objectives in the arts. Operating Standards clarify, elaborate, and strengthen the law, and provide a context for high quality arts education programs in Ohio’s schools.
Responding to the Ms. Collins’ presentation, President Terhar said that the State Board understands the importance of the arts in the development of children, and that arts education has the support of the Board.
Graduation Requirements Committee: Sasheen Phillips, Senior Executive Director, ODE Center for Curriculum and Assessment, updated the State Board about the recent work of the Graduation Requirements Committee. The committee met in August and approved a proposal that would replace the requirement that students pass five Ohio Graduation Tests to receive a diploma, with the new requirement that students pass end-of-course-exams. The State Board was expected to approve the proposal next month, but that action was postponed when it became apparent that the new graduation requirements did not align to the state’s new accountability system. C. Todd Jones, chair of the Graduation Committee, and Tom Gunlock, chair of the Accountability Committee, are scheduled to meet over the next weeks to reconcile the issues. The proposed plan will be presented to the State Board at the November 2013 meeting
Update on Early Childhood: Stephanie Siddens, Director of the ODE Office of Early Learning and School Readiness, updated the State Board about early childhood initiatives in Ohio. According to the presentation, there are over 720,000 children in Ohio between birth to age five, and over half of these children are considered high needs, meaning that they have a disability, do not speak English, or live in poverty. According to the results of the Kindergarten Readiness Assessment, which includes over eight years of data, these at-risk children enter school 25-30 percent behind their peers.
The goal of Ohio’s early learning initiatives is to ensure that children are prepared for school. The ODE is working with other state agencies, including the departments of Job and Family Services, Health, Mental Health, Developmental Disabilities, and the Governor’s Office, to reform the early childhood education system, which includes public school districts, child care facilities, and family child care.
Many of the early childhood education initiatives that are being implemented are part of the federal Race to the Top, Early Learning Challenge Grant, which Ohio received in December 2011. One of the initiatives calls for early learning programs in Ohio to implement common early learning and development standards for children ages three to five. These standards focus on academic achievement, social and emotional development, physical well-being, and approaches toward learning.
The ODE is also working with the Department of Job and Family Services to develop program standards so that there are common expectations for early learning programs in Ohio. A tiered quality rating and improvement system has also been developed for early learning programs. All early learning programs, no matter where the setting, will be rated on the same standards and expectations. Publicly funded programs will be expected to achieve a particular level of quality in order to continue to receive state funds.
Ohio is also working with Maryland to develop a new comprehensive kindergarten readiness assessment. The Kindergarten Readiness Assessment will go beyond assessing children on language and literacy, which Ohio has been doing, and will include a preschool to Kindergarten Formative Assessment.
In addition to the early learning challenge grant, $10 million was included in HB59 (Amstutz), the Biennial Budget, in the Public Preschool line item, to serve 2450 children from economically disadvantaged families in each fiscal year. An additional $18.5 million was also added to support early learning opportunities for children with disabilities.
Update on College Credit Plus Program: Kelly Weir, Executive Director of the Office of Legislative Services and Budgetary Planning, explained to the State Board the progress that is being made to develop the College Credit Plus Program. HB59 (Amstutz), the Biennial Budget, requires that the Chancellor of the Ohio Board of Regents develop a statewide dual enrollment program that 1) enables students to earn college credits, starting in the 2014-15 school year, through a variety of ways, including through a college setting, school setting, through Advanced Placement courses, etc., and 2) includes a standard payment process.
Chancellor Carey has called together a working group that includes representatives from colleges/universities, high schools, career technical education, education organizations, the ODE, and more, to provide feedback about the recommendations being developed for the College Credit Plus Program. These recommendations are to be presented to the General Assembly by December 31, 2013.
According to the presentation, the working group developed the following principles to guide the new College Credit Plus Program:
- Funding should be predictable and adequate
- College coursework should be relevant, and students should earn meaningful credit that can be transferred
- There should be rigorous communication to inform students and parents
- Participants in the program should be ready and also supported
- The program should be data driven. Currently the ODE and Ohio Board of Regents have separate data systems. The systems will need to be merged in order for the program to have relevant data.
Support for Civic Education: Judge Pat Fischer, First District Court of Appeals in Hamilton County, addressed the State Board on September 10, 2013 about the importance of civic education. He said that the founders of our nation recognized that the purpose of public education is to prepare an informed and engaged citizenry. Schools are the “guardians of democracy”, but the results of national assessments and surveys show that there is a persistent citizenship achievement gap. Students are getting less citizenship education, contributing, according to Judge Fischer, to an increase in civil discord and partisanship.
He requested that the State Board join with the Ohio Center for Law Related Education and other organizations, and create a “force” to support a complete, effective, and thorough civics education for all Ohio students.
At the end of the presentation President Terhar said that she was looking forward to working with Judge Fischer in support of civics education. Accompanying Judge Fisher were William Weisenburger, associate executive director of the Ohio State Bar Association, and Lisa Eschleman, Ohio Center for Law Related Education.
Testimony on Draft Gifted Standards: Several individuals, including Ann Sheldon, Angela Grimm, Karen Rumley, Robin Retzler, Beckham Retzler, Keegan Retzler, and Alicia Sauer, addressed the State Board during Public Participation on Non-Agenda Items about the draft revisions proposed for Operating Standards for Identifying and Serving Gifted Students, Rule 3301-51-15.
The draft rules are available.
The State Board of Education is revising the standards to comply with the five year rule review process, and the revisions are being vetted by the State Board’s Achievement Committee, chaired by C. Todd Jones.
All of the presenters opposed the changes, which were included in a draft posted on the ODE website on September 5, 2013. According to ODE staff, the draft was developed by the ODE without the input from an advisory council, which had been meeting since January 2013, and had prepared recommendations for revising the standards for the State Board.
Ann Sheldon, executive director of the Ohio Association for Gifted Children, led off the testimony. She requested that the State Board review and adopt the revised standards prepared by the advisory council instead of the revisions proposed by the ODE. The draft approved by the advisory council includes best practice, research-based language, and expands some input requirements. She specifically requested that the following items that were eliminated in the ODE draft be restored: time requirements, case load restrictions, staff licensing requirements and ratios, requirements for the gifted coordinator, and accountability measures, especially for how gifted funds are spent, and provisions that allow ODE to reduce funds for non-compliant districts.
According to her testimony, the ODE version of the standards eliminates necessary “inputs” that address best practices and ensure that schools meet minimum standards for gifted programs. She agreed with some State Board members that value added measures, the future performance index measure, and opportunity measures are outcomes that could, in the future, provide valuable information about the achievement of gifted students and the quality of gifted education programs. However, these “outcomes” only address students in grades 4-8 in two subjects, reading and math, and don’t include students identified as gifted in superior cognitive ability, creative thinking, and visual and performing arts. These measures also do not address the social/emotional development of gifted students. This is an important component of gifted education, because many students who are gifted are also autistic, depressed, confused, targets of bullying, and need appropriate services and supports.
In response to the testimony, State Board member C. Todd Jones said that he supports a philosophical shift in the gifted standards, and wants to move away from measuring inputs to measuring outcomes. He believes that educators need the flexibility to find innovative ways to educated gifted students. He suggested that gifted advocates identify more outcomes that would illustrate student success.
According to Ms. Sheldon, there are a number of “outcomes” that could be measured, such as the number of children who are accelerated, or the number of children who receive high school credit in middle school or post secondary options credit. But, she warned that these measures do not account for all students identified as gifted. An increase in output measures would be useful, but schools are not there yet. A mix of input and output measures, and a waiver process for school districts in which students who are gifted are achieving, is a better way.
Summary of the State Board’s Business Meeting: The State Board approved the following resolutions during their business meeting on September 10, 2013:
#8A Approved a Resolution to Establish a Hearing for the Columbia School District about Payment in Lieu of Transportation.
#8 Approved a Resolution of Intent to Adopt Rule 3301-28-07 of the Ohio Administrative Code Regarding Kindergarten through Third Grade Literacy Improvement, and Amend Rule 3301-28-06 of the Ohio Administrative Code Regarding the Value-Added Progress Dimension. Board member Stephanie Dodd proposed to amend this resolution, but the resolution failed. The amendment would have removed a provision that adjusted the report card rating of a school district if a student, who did not have a third grade reading plan, failed to achieve a proficient rating on the state reading assessment in third grade.
#9 Approved the Negotiated Agreement Between the Columbus City School District, Franklin County, and the Dublin City School District, Franklin County, to transfer property from the Columbus City School District to the Dublin City School District.
#20 Approved a Resolution to Adopt the Revised Ohio Teacher Evaluation System (OTES) Framework, Ohio Principal Evaluation (OPES) Framework, and State Agency Teacher Evaluation Framework to align with House Bill 59.
#21 Approved a Resolution to Adopt the Resident Educator Summative Assessment (RESA) As the Required Performance-Based Assessment for the Ohio Resident Educator Program.
#22 Approved a Resolution to Terminate the Operator Contract with the Seed Foundation for the Operation of a College-Preparatory Boarding School Under Ohio Revised Code Chapter 3328.
#23 Approved a Resolution to Adopt and Specify Measures to Be Reported in Addition to the Measures on the Report Card. The additional measures include a requirement that the Ohio Department of Education report the availability of courses in fine arts starting with the 2013-14 school year.
#24 Approved an Emergency Resolution to Establish the Official Position of the State Board of Education Regarding the Security and Sharing of Confidential Student and Teacher Data in the State of Ohio.
President Terhar also requested that interested Board members join the Operating Standards Committee, which was formed last year. Currently Mike Collins is the only member left on the committee, due to resignations and changes on the committees.
States Still Underfunding Schools: The Center on Budget and Policy Priorities, Robert Greenstein president, released on September 12, 2013 a report entitled, Most States Funding Schools Less Than Before the Recession by Michael Leachman and Chris Mai1. Elena Hernandez, Vincent Palacios, and Benjamin Stone also contributed to the report.
According to the report, researchers reviewed state budget documents about state aid to local schools between 2008-2014, and found, after adjusting for inflation, the following:
”At least 34 states are providing less funding per student for the 2013-14 school year than they did before the recession hit. Thirteen of these states have cut per-student funding by more than 10 percent.”
The report shows that state per pupil funding for Ohio is down .4 percent between 2008-14. Ohio has the lowest percent of per pupil spending loss among the 34 states that are providing less funding per student between 2008-14. Per pupil spending between 2008-14 in Ohio is down $21 per student, adjusted for inflation.
The states that increased funding for schools between 2008-14 include Minnesota, Delaware, Nebraska, Tennessee, Nevada, New Hampshire, Rhode Island, Alaska, Massachusetts, Maryland, Wyoming, Connecticut, Iowa, and North Dakota.
”At least 15 states are providing less funding per student to local school districts in the new school year than they provided a year ago. This is despite the fact that most states are experiencing modest increases in tax revenues.”
”Where funding has increased, it has generally not increased enough to make up for cuts in past years. For example, New Mexico is increasing school funding by $72 per pupil this year. But that is too small to offset the state’s $946 per-pupil cut over the previous five years.”
”Federal employment data show that school districts began reducing the overall number of teachers and other employees in July 2008, when the first round of budget cuts began taking effect.”
”As of August 2013, local school districts had cut a total of 324,000 jobs since 2008. These job losses have reduced the purchasing power of workers’ families, in turn reducing overall economic consumption, and thus deepened the recession and slowed the pace of recovery.”
The authors recommend that states restore school aid, which accounts for 44 percent of total education spending in the United States. Reductions in state aid mean that local school districts either have to reduce educational services, raise more local tax revenue to cover the gap, or do both, the report notes. The reductions have hindered implementation of education reforms and the ability of school districts to provide the infrastructure to teach students high level technical and analytical skills.
“At a time when states and the nation are trying to produce workers with the skills to master new technologies and adapt to the complexities of a global economy, this decline in state educational investment is cause for concern.”
The report is available.
California Eliminates Some State Testing: According to an article in Education Week by Catherine Gerwertz, the California legislature is considering a law that would eliminate double testing students when the state implements assessments of the Common Core State Standards (CCSS) starting in 2014. Students would be required to take field tests developed by the Smarter Balanced Assessment Consortium based on CCSS, rather than California’s STAR assessments, which is based on the current state standards.
The California proposal would also suspend reporting the results of the CCSS field assessments, which means that the state would not be reporting data about school performance as required by the No Child Left Behind Act. However, the state would report the results on state assessments in 2015.
A statement issued on September 9, 2013 by U.S. Secretary of Education Arne Duncan said that suspending the reports of the results for students on state assessments could not be supported by the U.S. Department of Education, and if implemented, the U.S. DOE could withhold federal funds going to California.
(See statement here)
The article reports that California officials are considering requesting a waiver from the federal mandates in order to suspend reporting the results of the new assessments.
The article is, “California in Testing Showdown With U.S. Department of Education” by Catherine Gewertz, Education Week, September 10, 2013.
Comment: Ohio and other states are facing a similar situation, as the assessments of the Common Core State Standards are phased-in and previous state assessments are phased-out. The new CCSS assessments are being developed by two consortia: the Partnership for Assessment of Readiness for College and Careers, or PARCC, and the Smarter Balanced Assessment Consortium. Ohio is part of the PARCC consortia.
Currently students in Ohio must pass all Ohio Graduation Tests to earn a diploma, or meet alternate requirements. New end of course exams are being developed based on the Common Core State Standards (CCSS) in math and language arts, and state standards in history and science at the high school level.
To meet the proposed new graduation requirements, students in Ohio would need to take three end of course exams in English language arts; three end of course exams in math; two end of course exams in history; and two end of course exams in science. The exams are scheduled to begin in the 2016-17 school year, but might overlap with the Ohio Graduation Tests, due to a requirement in law that delays the implementation of the new end of course exams for a year after they are developed. The ODE has requested that the General Assembly change current law to remove this delay, and eliminate the overlap between the new end of course exams and old OGT.
- HB263 (Becker) Early Voting Hours: Specifies that on the days in which absent voter’s ballots are available for use in person, those ballots are required to be available for use Monday through Friday from eight a.m. through four-thirty p.m.
- SB190 (Schiavoni) Community Schools Operations: Revises the laws regarding the operation of community schools and, for each of fiscal years 2014 and 2015, limits a community school’s or a STEM school’s gain in aggregate state funding over the previous fiscal year.
National Core Arts Standards Update: Americans for the Arts (AFA) announced on September 9, 2013 that it has joined the National Coalition for Core Arts Standards (NCCAS) leadership team to revise the national voluntary learning standards for dance, music, theatre, visual arts and media arts for grades preK-12. The new standards will be released in March, 2014.
AFA led the advocacy effort for states to adopt the national standards in the arts when they were first proposed in 1994. To promote the new Core Arts Standards, AFA will collaborate with the NCCAS leadership organizations to urge states to endorse, adopt, and adapt the 2014 National Core Arts Standards as the recognized model of quality arts education throughout the United States.
A review of the draft K-8 standards was completed in July 2013. NCCAS will be issuing a call for public review of the draft high school standards on September 30, 2013. Information about the new arts standards is available at