Arts On Line Education Update November 3, 2014

1)  Ohio News

  • 130th Ohio General Assembly: The House and Senate are not scheduled to meet this week.

The House Education Committee, chaired by Representative Stebelton, will meet on Wednesday, November 5, 2014 at 10:00 AM in hearing room 121.

The committee will receive a presentation from Superintendent of Public Instruction Richard Ross on Ohio Administrative Code Rule 3301-16-04, College and Work Ready Assessment Transition, and receive testimony on the following bills: HB411 (Patmon) Public Records-Campus Police NonProfit Police Departments; HB446 (Rogers) Student Safety Act; HB228 (Brenner) School Funding; and HB343 (Stebelton) Educational Programs Non High School Graduates.

The House Rules and Reference Committee, chaired by Representative Huffman, will meet on Wednesday, November 5, 2014 at 1:30 PM in Hearing Room 313 to consider amendments for HB597 (Thompson/HUffman) Repeal and Replace Common Core Standards.

  • November 4, 2014 Election: The General Election will be held on November 4, 2014.  Voters will have an opportunity to elect the following offices and vote on local issues.

-Representatives to the U.S. Congress

-Statewide executive offices including Governor/Lieutenant Governor, Secretary of State, Attorney General, Treasurer, and State Auditor

-Members of the Ohio General Assembly

-Members representing odd-numbered Senate Districts

-Members representing certain State Board of Education Districts

-Two members of the Ohio Supreme Court

-County offices

-Judicial offices

-1,675 Local issues, including 164 school issues.  There are no statewide issues on the ballot this November.

  • Schools of Promise Announced: The Ohio Department of Education (ODE) recognized on October 29, 2014 98 Schools of Promise, 48 High Performing Schools of Honor, and 27 High Progress Schools of Honor for 2014.

Schools of Promise are selected based on the following criteria:

-serve at least 40 percent economically disadvantaged students

-achieve an 80 percent proficiency rating on state reading and math tests overall and among economically disadvantaged and racial subgroups

-score at least a B on state report cards measures for closing performance gaps among student groups

-score at least a C on report card measures of student progress

-score at least a B on the high school graduation rate measure, if applicable.

To quality as a High Performing School of Honor schools had to be

-eligible for Title 1

-serve at least 40 percent economically disadvantaged students

-achieve a 90 percent proficiency rating on state reading and math tests for the previous five years

-achieve an 80 percent proficiency for all subgroups

-show progress in closing the achievement gap, student progress, and graduation rate measures over five years.

The High Progress Schools of Honor were selected based on their record of progress over the past five-years.

A list of the schools identified for these recognitions this year is able on the ODE website at

  • Akron – Northeast Ohio Increases Higher Ed Degrees and Wins Prize: The Talent Dividend Network awarded on October 29, 2014 a $1 million grand prize to colleges and universities in the Akron area (Summit and Portage counties) for increasing by 20 percent over the past four years the number of individuals with college degrees. According to the Talent Dividend Network, the economic impact of raising the four-year degree attainment rate by one percent in Northeast Ohio is $2.8 billion.

The Talent Dividend prize was launched in 2011 by CEO for Cities, and is sponsored by CEO for Cities, Living Cities, and the Kresge Foundation.  Fifty-seven metropolitan areas in the Talent Dividend Network competed to increase the number of individuals awarded college degrees between 2009-2013.  In addition to the Akron area, other winners are Portland, Oregon; the Center for Houston’s Future; the Say Yes to Education in the Buffalo-Syracuse, New York area; Louisville, Kentucky; Los Angeles-Long Beach-Santa Ana; Orlando-Kissimmee, Florida; and Grand Rapids, Michigan.

The prize awarded to the Akron area will be shared by the University of Akron, Kent State University, Hiram College, Northeast Ohio Medical University, and Stark State College.


  • Secretary Duncan Visits Ohio for Rural Education Forum: U.S. Secretary of Education Arne Duncan attended on October 27, 2014 the Rural Education National Forum  held in Columbus, and co-hosted by Battelle for Kids and the Ohio Department of Education, in partnership with the Kentucky Department of Education.

Secretary Duncan participated in two panel discussions about the unique challenges facing educators in rural communities and best practices to ensure that students in rural communities are ready for college and careers.

According to an article in the Columbus Dispatch, Secretary Duncan recognized the Appalachian Collaborative, a partnership among 21 rural school districts, that is working to ensure that students in rural schools have access to advanced courses, blended-learning classrooms, and online learning.

See “Rural Schools Praised in Columbus Stop By U.S. Education Chief Duncan” by Charlie Boss, Columbus Dispatch, October 27, 2014, at

2)  National News

  • What are the Critical Questions for Education? The U.S. Department of Education (DOE) is asking educators to identify the most critical P-12 questions that should be studied in order to produce significant improvements in education, and submit those recommendations to the U.S. DOE blog or by email to by Monday, December 1, 2014.

The proposed recommendations should focus on ways to create, strengthen, generalize, or expand effective practices, policies, and Federal programs that effect student outcomes and learning.

The Consolidated Appropriations Act of 2014 allows the DOE to pool resources across programs supported by Elementary and Secondary Education Act (ESEA) to fund evaluations of individual Federal education programs that currently lack sufficient evaluation dollars, and to evaluate the impact of various strategies that are being implemented across ESEA programs.

See “Investing in Evidence: Funding Game-Changing Evaluations” by Emily Anthony, senior policy advisor in the Office of Planning, Evaluation and Policy Development at the U.S. Department of Education at

  • Charter Schools Challenged in Washington State: The Seattle Times reports that the Supreme Court of Washington State heard oral arguments on October 28, 2014 in League of Women Voters, et. al. v. State of Washington, a lawsuit that challenges the constitutionality of Washington’s recently approved charter school law.

The plaintiffs filed the lawsuit in July 2013 in the King County Superior Court, alleging that the Charter School Act, approved by voters in November 2012, violates Article IX of the Washington Constitution, because charter schools are funded from revenues that are restricted by the Constitution for exclusive support of the State’s common schools.  Charter schools do not meet the definition of “common schools” because they are operated by private non-profit corporations, are not subject to voter control, and are exempt from many state laws and rules that the Legislature has approved to meet the basic education requirements of the Constitution.

The Superior Court ruled on December 1, 2013 in favor of some of the complaints included in the lawsuit, and the defendants appealed the decision to the State Supreme Court.

In addition to the League of Women Voters of Washington, the plaintiffs include El Centro De La Raza, the Washington Association of School Administrators, the Washington Education Association, and individuals, including parents on behalf of their children.

See “Future of charter schools rests with state Supreme Court” by Donna Gordon Blankinship, Associated Press, The Seattle Times, October 25, 2014 at

See a history of the case at

See the Superior Court decision at

3) Gallup Releases Polls About the Common Core: Gallup released last week several survey results about teacher and parent perceptions about the Common Core State Standards (CCSS) and Common Core testing. Three of the reports are based on web-based interviews conducted August 11, 2014 – September 7, 2014, and a random sample survey of 854 public K-12 teachers in the 50 states and the District of Columbus.

  • Gallup released “Teachers Concerned About Common Core’s Computer Testing” on October 31, 2014.  This survey examined the field testing conducted last spring of the new state assessments, including those developed by the Partnership for Assessment of Readiness for College and Careers (PARCC) and the Smarter Balance consortia.

The survey found that 61 percent of teachers report that the spring 2014 field testing went “fairly/mostly smoothly”.  However, a majority (54 percent) of teachers also reported that students lacked the typing and computer skills needed to perform well on the Common Core online assessments, and 47 percent reported that their school lacked the computer hardware or network capabilities to administer the assessments online.

-In reviewing the survey results in more detail, 71 percent of elementary teachers, 73 percent of teachers in low-income schools, and 66 percent of teachers in PARCC states say students are not well prepared to take the assessments.

-When asked about the technical preparedness to administer the assessments online, 52 percent of teachers in PARCC states, 48 percent of teachers in low-income schools, and 47 of elementary school teachers say their schools are not well-prepared.

-Although 61 percent report that the spring field tests went very/mostly smoothly, 19 percent of teachers in Common Core states report that the tests did not go smoothly, and 11 percent reported that the field tests went badly.

According to Gallup, “These findings are important, because the testing consortia themselves have not reported any nationally representative data on how the field testing went in all of the states they work with. The Gallup data on perceptions from teachers at least provide a rough confirmation that the experience has been positive overall, but with a sizable minority reporting problems.”

See “Teachers Concerned About Common Core’s Computer Testing” by Lydia Saad, Gallup, October 31, 2014 at

  • Gallup released “Teachers Feel Worried, Frustrated About Common Core” by Alyssa Brown on October 30, 2014.  The survey asked teachers their emotional reaction to the Common Core State Standards, and over 67 percent reported worried; 60 percent frustrated; 56 percent resigned to it; 58 percent hopeful; 41 percent confident; 22 percent angry; and 28 percent enthusiastic.

According to Gallup, “Teachers’ high levels of agreement with the possible negative reactions to Common Core tested in the survey may partially reflect the lack of support many teachers feel they are getting from their state or school district. More teachers working in states where Common Core has been adopted say they have not received sufficient support (47%) than say they have (31%).”

See “Teachers Feel Worried, Frustrated About Common Core” by Lydia Saad, Gallup, October 30, 2014 at

  • Gallup released “Teachers Favor Common Core Standards, Not Testing” on October 29, 2014.  The results of this Gallup survey about teacher perceptions about Common Core testing show that 76 percent of teachers support the overall goal of the Common Core initiative to establish the same academic standards for reading, writing and math in grades K-12 in states, but 72 percent of teachers oppose using computerized tests to measure student performance and 89 percent oppose linking those test scores to teacher evaluations.

According to the Gallup report, “These findings from the survey, as well as others, reveal a large disconnect between the solid support for the goals of the Common Core initiative among the teachers interviewed — 68% of whom have been teachers for 10 or more years — and their serious concerns about how it will affect students and teachers.”

The report also found that most teachers agree that the Common Core Standards are more rigorous than previous standards, and even rate the math standards (60 percent) more rigorous than the English language arts standards (51 percent). But the percentage of teachers who agreed more with negative statements about the Common Core was higher than the percentage of teachers who agreed with the positive statements.  For example, 89 percent of teachers agree that linking teacher evaluations to student testing is unfair; 78 percent agree that the tests take too much time away from teaching; 63 percent agree that Common Core gives students too little time for recess, art and music; and 64 percent say that it takes too much control away from teachers.

See “Teachers Favor Common Core Standards, Not Testing” by Linda Lyons, Gallup, October 2014 at

  • Gallup released on October 28, 2014 a new poll about parent support for the Common Core.  In April 2014 Gallup reported that parents were slightly more positive (35 percent) than negative (28 percent) about CCSS.

The latest poll, taken in September 16-21, 2014, shows a decrease in the percent of parents who view CCSS positively (33 percent) and an increase in the percent of parents who view the standards negatively (35 percent).  About 27 percent of parents report that they have not heard about the standards.

According to the poll, “The data suggest that this increase in awareness has led to an increase in negativity, given the seven-percentage-point increase in those viewing the standards negatively and the two-point decrease in those viewing them positively.”

See “Public School Parents Now Divided on Common Core” by Justin McCarthy, Gallup, October 28, 2014 at

4)  More on the Common Core:  The Center on Education Policy (CEP) at George Washington University’s Graduate School of Education and Human Development, released on October 30, 2014 two more reports about the Common Core State Standards (CCSS):  Common Core State Standards in 2014:  District Implementation of Consortia-Developed Assessments and Common Core State Standards in 2014:  Curriculum and Professional Development.

The new reports are in addition to a CEP report released on October 8, 2014 entitled Common Core State Standards in 2014: Districts’ Perceptions, Progress, and Challenges.  All of the reports are written by Diane Stark Rentner, CEP’s deputy director, and Nancy Kober, CEP’s editorial consultant, and are based on a representative survey administered in the spring of 2014 to school district leaders in states that are also members of the Partnership for Assessment of Readiness for College and Careers (PARCC) or the Smarter Balance testing consortia.

  • The report entitled Common Core State Standards in 2014:  District Implementation of Consortia-Developed Assessments, examines school district responses regarding the administration of online assessments; the quality of the assessments; the plans of the district to provide remediation for students; and the plans of the district to eliminate or revise local assessments.

According to the report, 48 percent of school district leaders say that “it is too early to tell” whether the consortia developed assessments will inform instruction in math, and 46 percent say it is too early to tell whether the assessment in English language arts will inform instruction. A majority say that it is too early to tell whether the new assessments will be an improvement over current assessments.

Few school leaders say that they will eliminate local formative and interim assessments, but 54 percent say that they intend to revise formative assessments and 45 percent say they are considering revising interim assessments to better align with the common core assessments.

Technology to administer the consortia assessments is still a challenge.  Seventy-six percent of districts report an inadequate number of computers; 71 percent do not have sufficient staff to address technology troubles during the administration of the exams; and 55 percent do not expect to have in place the technological infrastructure needed to administer the assessments until school year 2014-15 or later.

Over 80 percent of school leaders plan to provide students who score below the proficient level with support services, but one forth of the districts also report inadequate funding to implement remediation services.

See “Common Core State Standards in 2014:  District Implementation of Consortia-Developed Assessments” by Diane Stark Rentner and Nancy Kober, Center on Education Policy, October 30, 2014 at

  • The report entitled Core State Standards in 2014:  Curriculum and Professional Development examines school districts responses to questions about CCSS aligned curricula and professional development for teachers and principals.

According to the report, 80 percent of districts in CCSS-adopting states are already teaching math and English language arts courses aligned to the Common Core.  About 10 percent of districts report that they will begin teaching CCSS aligned standards in 2014-15 or later.

However, only one third report that they have implemented a curriculum aligned to the CCSS in all schools. Eighty percent of districts report that CCSS aligned materials are being developed locally, often by teachers or the district. In addition, 45 percent of districts indicate that developing the curriculum and materials to implement CCSS has posed a major challenge.

When asked about the percentage of teachers and principals who have participated in CCSS related professional development, about two thirds report that between 90-100 percent of their teachers and principals had participated.  However, only one third of districts report that all teachers are prepared to teach the Common Core, and about two-thirds of districts report that it will take until school year 2014-15 or even later before all teachers are prepared.

See “Common Core State Standards in 2014:  Curriculum and Professional Development” by Diane Stark Rentner and Nancy Kober, Center on Education Policy, October 29, 2014 at

5)  Overcoming Poverty to Increase Student Achievement:  Jill Berkowicz and Ann Myers examine the effects of poverty on student achievement and strategies to overcome those effects in an article for Education Week entitled, “Poverty and Achievement”.

According to the authors the results of statewide standardized testing and the National Assessment of Educational Progress (NAEP) over the past years show a consistent achievement gap between subgroups of students by race and socioeconomic status, and the achievement gaps could increase as a result of implementation of new standards and assessments.

The authors offer some strategies to offset the effects of poverty on student achievement.  These strategies have been used by Larry Spring, Superintendent of the Schenectady, New York City Schools:

-Examine the types of poverty that students are experiencing. For example, is the family in poverty or the entire neighborhood? How intense is the poverty, and how long has it lasted? How frequent is poverty in the neighborhood?

-Observe students in the context of “What happened to you?” rather than “What’s wrong with you?”

-Coordinate services for families within the school.

-Create safe spaces for students, who might be suffering from post traumatic stress disorder.

-Create predictable routines, expectations, and responses.

-Identify and address mental health needs.

-Address food insecurity.

-Engage parents in the school and in the community.

-Assess the progress of students frequently to keep them on track.

-Provide supports for students who move frequently.

The authors conclude that there is an urgency to address poverty’s impact on students, because, “There is a direct link between our democracy and public education. That linkage has fueled our place at the table of nations and made us the “land of opportunity”.  But, around the edges worry lines are showing. We are separating by class; that gap is in our economy, our society and our schools. If it cannot be solved, a generation of learners is at risk and, yes, so much more as well.”

See “Poverty and Achievement” by Jill Berkowicz and Ann Myers, Education Week, October 28, 2014 at

6) New Framework for Accountability Proposed: Several organizations released on October 28, 2014 a proposal for a new accountability system to support and improve teaching and learning entitled, “A New Social Compact for American Education”. The organizations included in this effort are the Alliance for Quality Education, the American Federation of Teachers, the American Youth Policy Forum, the Center for Teaching Quality, the Coalition for Community Schools, the Committee for Economic Development, the Education Law Center, the League of United Latin American Citizens, the National Association of Bilingual Educators, the National Association of Secondary School Principals, the National Education Association, the National School Boards Association, the Opportunity to Learn, the Partnership for 21st Century Skills, the Southeast Asia Resource Action Center, the Albert Shanker Institute, and the School Superintendents Association.

According to a statement accompanying the proposal, the organizations believe that too many students of color, immigrant students, and students living in poverty do not have access to a high quality education that meets their needs. The current system of accountability does not expand educational equity or improve student outcomes, because, “American education has been increasingly driven by a system of sanctions based on standardized test scores.  These scores have been used to determine the futures of students, educators, and schools, with severe sanctions imposed for poor test performance.”

The drive to improve test scores has led to a narrowing of the curriculum and the content that students need to be prepared for college, careers, and citizenship, and has led to the privatization of schools in cities like Chicago, New York, and Philadelphia.  These consequences have “disproportionately harmed students of color and students from low-income neighborhoods”, according to John H. Jackson, president and CEO of the Schott Foundation for Public Education, who is quoted in the press release.

The proposal would replace the “test and punish” accountability system currently in use with one that supports and improves learning, professional capacity, and includes equitable and adequate resources.

The new accountability system is built on the following principles:

“-We believe the purpose of accountability is to improve education.

-We believe all students can learn and achieve, and accountability must focus on building the capacity of schools to actualize this potential in their students.

-We believe accountability must focus on meaningful learning.

-We believe accountability is built on a foundation of educational knowledge and professionalism.

-We believe accountability decisions should be based on multiple and varied measures that are disaggregated by student status.

-We believe accountability must involve students, families, educators and other school staff, and the community in decision-making.”

See “A New Social Compact for American Education” at

See the “News Release” for the “New Social Compact for American Education Provides a New Framework for Strong Accountability”, from the American Federation of Teachers, the Partnership for 21st Century Skills, the National Education Association, and the National Opportunity to Learn Campaign, October 28, 2014 at

7) More on Accountability:  Another group of organizations weighed-in on accountability and equity in public education on October 28, 2014, issuing a letter to President Obama, Secretary Duncan, and Congressional and state education leaders urging them to implement “…a set of strong recommendations for advancing opportunity and supporting school integration, equity, and improved accountability within our nation’s systems of public education.”

The organizations include the Advancement Project, the Lawyers Committee for Civil Rights Under Law, the League of United Latin American Citizens (LULAC), the Mexican American Legal Defense and Educational Fund (MALDEF), the National Association for the Advancement of Colored People, the National Urban League (NUL), the NAACP Legal Defense and Educational Fund (LDF), the National Council on Educating Black Children (NCEBC), the National Indian Education Association (NIEA), and the Southeast Asia Resource Action Center (SEARAC).

These organizations have joined together and believe that the right to a quality education is a civil right, and that “..the civil rights of all our children must be vigorously protected.”

In a letter to President Obama, the organizations state that, “The demand for our schools to meet new college-and-career-ready standards is happening in the wake of a record number of children living in poverty and an increasingly diverse student population. Students of color represent more than 50 percent of youth and are more than twice as likely to attend segregated schools. Second language learners whose first language is not English now represent 10 percent of all public school students nationwide, and students living in poverty represent virtually half of all US public school students.”

The letter goes on to describe the current overly punitive accountability system that does not take into account “…the resources, geography, student population, and needs of specific schools. In particular, the No Child Left Behind law has not accomplished its intended goals of substantially expanding educational equity or significantly improving educational outcomes. Racial achievement and opportunity gaps remain large, and many struggling school systems have made little progress under rules that emphasize testing without investing.[3] We must shift towards accountability strategies that promote equity and strengthen, rather than weaken, schools in our communities, so that they can better serve students and accelerate student success.”

The letter identifies the following principles to create “…sound public education accountability systems”:

-Appropriate and equitable resources that ensure opportunities to learn, respond to students’ needs, prioritize racial diversity and integration of schools, strengthen school system capacity and meaningfully support improvement.

-Multiple measures including appropriate inputs that support academic, social, emotional, physical health, and cultural well-being, along with student and school outcomes (knowledge, skills, and dispositions) that demonstrate college-and career-readiness and civic literacy.

-Shared responsibility and accountability, including federal, state, and local government accountability to schools and districts.

-Professional competence, which includes time, investments, and supports necessary for educators to acquire the knowledge about curriculum, teaching, assessment, linguistic and cultural competence, implicit bias, and student support needed to teach students effectively.

-Informative assessment for meaningful 21st Century learning and to “assess whether individual and collective education systems are moving toward meeting objectives related to greater equity in educational opportunities and achievement.”

-Transparency to provide useful information and data for parents, community members, students, and educators to improve learning and evaluate equitable access to learning resources, services, and opportunities for subgroups of students.

-Meaningful and culturally and linguistically responsive parental and family engagement, so that all families are included in teaching, learning, and decision-making.

-Capacity building, which includes strengthening schools, education professionals, and communities.

See “Civil Rights Groups Demand Accountability for Equity in Public Education”, National Opportunity to Learn Campaign, October 28, 2014 at

8)  Bills Introduced

  • HB650 (Gerberry) Property Tax Rollback:  Revises the law governing classroom facilities assistance programs and restores the application of the 10 percent and 2.5 percent property tax rollbacks to school district tax levies approved on or after the effective date of Am. Sub. H.B. 59 of the 130th General Assembly.
  • SB376 (Schiavoni) Property Tax Rollback:  Revises the law governing classroom facilities assistance programs and restores the application of the 10 percent and 2.5 percent property tax rollbacks to school district tax levies.
  • SB377 (Kearney) School-Year Day Increase:  Increases the school year to 220 days or the equivalent hours.  Expands the academic year for half-day Kindergarten to 550 hours; all day kindergarten to 1100 hours; grades 1-6 to 1100 hours; and grades 7-12 to 1210 hours.


  • Tax Deduction to Support Artists Proposed: Representative Michael Stinziano announced on October 22, 2014 that he would be introducing legislation to reduce taxes for resident artists through a tax deduction that would apply to any income received from the sale of artwork within designated arts and entertainment districts.

A resident artist would be defined as an individual who “owns or rents residential property in the state, conducts business within any arts and entertainment district, and derives income from a sale or performance within those districts.”

Musical compositions, plays, paintings, sculptures, photographs, dances, and traditional or fine crafts would be defined as a “work”.

The purpose of the legislation is to “…attract and retain a creative and vibrant artist community”, retain college graduates, attract young professionals and families, by reducing the tax burden on artist entrepreneurs.

See the press release at

  • Ohio Arts Council Approves 2014-15 Grants: Missy Ricksecker reports that the Ohio Arts Council Board, chaired by Jeff Rich, met in Columbus on October 15, 2014 and ratified $118,638 in grants for 39 programs in the state.  This round of awards brings the total amount of OAC’s funding to $9,555,864 for FY2014 and $9,379,589 for FY2015.

FY2014 Grant Award ratifications include 19 grants for a total award amount of $97,138 in the areas of Artists with Disabilities Access (10 awards);

Special-Individuals (1 award); and Special Organizations (8 awards).

FY2015 Grant Award ratifications for FY2015 include 20 grants for a total award amount of $21,500 in the areas of Artists with Disabilities Access (14) and Special-Organization grants (6).

To learn more about the grants awarded in each city, see

See “Ohio Arts Council approves 39 grants totaling $118,638” by Missy Ricksecker, Ohio Arts Council, October 2014 at

  • Congratulations to an Outstanding Arts Education Advocate! Carol Harper writes in an article for The Morning Journal about Ann Schloss, Director of Academic Services at Elyria City Schools, who received the 2014 Sunshine Award from the Center for Arts-Inspired Learning (formerly Young Audiences of Northeast Ohio) for her support of arts education programs in the Elyria City Schools. The award is presented annually to individuals in Northeast Ohio who demonstrate outstanding dedication and commitment to arts education. Ms. Schloss received the award at a ceremony on June 24, 2014.

According to the article, Ms. Schloss has been supporting arts education since teaching sixth grade at Cascade and Jefferson schools. Now as a district administrator, Ms. Schloss backs a variety of arts-education programs and resident artist programs to ensure that students participate in dance, music, visual art, and theater.  Many of the arts courses taught are integrated with literacy, math, character education, social studies, writing, film making, and digital media. She also makes sure that the schools have the materials, resources, and time to provide quality arts education programs, and that high achieving students in the arts are recognized.

The article quotes Ms. Schloss as saying, “I believe we should expose children to many things to see what they can do, to see what they’re good at. I feel strongly that fine arts are a very important part of education. If children aren’t exposed to many different things, how do they know what they might enjoy, what they might have a talent for?”

See “Elyria Schools official receives Sunshine Award for arts program” by Carol Harper, The Morning Journal, October 26, 2014 at

This update is written weekly by Joan Platz, Research and Knowledge Director for the Ohio Alliance for Arts Education.  The purpose of the update is to keep arts education advocates informed about issues dealing with the arts, education, policy, research, and opportunities.  The distribution of this information is made possible through the generous support of the Ohio Music Education Association (, Ohio Art Education Association (, Ohio Educational Theatre Association (; OhioDance (, and the Ohio Alliance for Arts Education (


About OAAE

It is the mission of the Ohio Alliance for Arts Education to ensure that the arts are an integral part of the education of every Ohioan. We believe that: * All children in school must have quality arts education provided by licensed arts educators * All Ohioans have the right to expect quality arts education * All arts programs must have adequate resources * All arts and cultural organizations and artists have a critical role in arts education Learn more at
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