Ohio Alliance for Arts Education
Arts on Line Education Update
April 27, 2015
1) Ohio News
- 131st Ohio General Assembly: The Ohio House and Senate will hold hearings and sessions this week.
The House Education Committee, chaired by Representative Hayes, will meet on April 28, 2015 at 9:00 AM in hearing room 017. The committee will receive testimony on HB70 (Driehaus/Brenner) Community Learning Center Process; HB118 (Devitis/Patmon) Tuition Overload Fees; HB148 (Patterson/Latourette) Classroom Facilities Assistance.
The Senate Finance Education Subcommittee, chaired by Senator Hite, will receive testimony from several agencies regarding Sub. HB64 (Smith) Biennial Budget on April 29, 2015 at 2:30 PM in the North Hearing Room. Testifying this week will be the Department of Education, the Ohio State School for the Blind, the Ohio State School for the Deaf, the Ohio Lottery Commission, and the Governor’s office.
The subcommittee will also meet on April 30, 2015 at 10:00 AM in the South Hearing Room to receive testimony on Sub. HB64 from the Ohio Facilities Construction Commission and the Legislative Service Commission.
- House Votes to Change Date of Primary: The Ohio House approved by a vote of 56-41 HB153 (Dovilla) Primary Elections on April 22, 2015. The bill would change the date of the presidential primary election in Ohio to the second Tuesday after the first Monday in March 2016. The current primary date is set for the first Tuesday after the first Monday in March. Republicans proposed the change to accommodate a Republican National Committee rule to encourage state Republican parties to hold primaries later in the year. The winner of a state Republican primary held later than the first two weeks in March can win all of the state’s delegates to the party’s national presidential convention, rather than receiving a proportion of the state delegates based on the percent of votes received.
- Senate Testing Committee Report Due Soon: According to Hannah News Service, the Senate Advisory Committee on Testing met on April 22, 2015 to review a draft of some concepts that the committee will use to develop recommendations to revise Ohio’s assessment system. According to the committee, Ohio’s state assessment system should reflect efficiency; provide timely feedback; be transparent; provide a single technical platform; include accommodations for students with IEPs and 504 plans; be a true “safe harbor”; align with standards and be grade appropriate; consider student accessibility and capacity with technology; and support teacher professional development and training.
The advisory committee was brought together by Senate President Keith Faber and Senator Peggy Lehner, chair of the Senate Education Committee.
- RESA Assessors Needed: The Ohio Department of Education and the Ohio Resident Educator Summative Assessment (RESA) team is seeking teachers, administrators, and university education faculty to become assessors to assist in the scoring of candidate submissions for the 2014-2015 Resident Educator Summative Assessment. The summative assessment is one of the requirements that beginning teachers must pass to qualify for a five-year professional educator license in Ohio. Assessors are needed in general education; low frequency foreign languages; vocational and career-technical fields; special education; and teaching in settings such as crisis centers, detention centers, or medical facilities.
Applicants must have at least five years of teaching experience in preK-12 or in teacher education at a college or university, and must successfully complete online training and a certification test. According to the RESA Assessor web site, “It is strongly preferred that applicants have a current professional educator license or a permanent teaching certificate in the state of Ohio.”
2) National News
- Legislation to Address Opt-Out Consequences: According to the Finger Lake Times in Geneva, New York, Congressman Tom Reed intends to introduce a bill in the U.S. House to prevent the U.S. Department of Education from reducing federal funding for a school district that does not meet the federal requirement that 95 percent of students be tested each year in grades 3-8 and once in grades 9-12.
Thousands of students throughout New York State have opted-out of state standardized testing this year, raising questions about possible consequences when school districts do not meet the federal testing requirement. One of the consequences could be withholding federal funds or imposing penalties.
According to Chalk Beat, U.S. Secretary of Education Arne Duncan recently said that the “federal government is obligated to intervene if states fail to address the rising number of students who are boycotting mandated annual exams.”
But the article also explains that there are different interpretations of the federal law, and that some opt-out proponents believe that districts would need to fall below the 95 percent mark for students tested for three years before being sanctioned.
See “Bill would protect schools from testing boycott fallout”, by Jim Miller, Finger Lakes Times, April 22, 2015 at http://www.fltimes.com/news/article_1cbf8356-e8fd-11e4-bc74-03442329fc7d.html
See “As opt-out numbers grow, Arne Duncan says feds may have to step in” by Patrick Wall, Chalk Beat, April 21, 2015 at http://ny.chalkbeat.org/2015/04/21/as-opt-out-numbers-grow-arne-duncan-says-feds-may-have-to-step-in/#.VTvaylxSWgs
3) House Approves $71.5 billion Biennial Budget: The Ohio House approved Sub. HB64 (Smith), the biennial budget for the state, on April 22, 2015 after several hours of debate over amendments and speeches in support and in opposition to the bill. The proposed budget for FY16-17 would total $71.5 billion in general revenue funds and $131.6 billion in all funds.
The House Finance Committee, chaired by Representative Ryan Smith, reported the bill on April 20, 2015 after accepting an omnibus amendment that eliminated some of the provisions just added to the bill the week before. Most noteworthy, the committee removed a provision that prohibited the state auditor from performing audits on public records; added funds to mail absentee ballot applications for the 2016 election; removed a provision that would have restricted certain college faculty members from participating in a union and a provisions that would have prohibited unionized employees of charter schools from participating in the State Teachers Retirement System (STRS) or School Employees Retirement System; and, after convincing testimony from a number of school districts, added $102 million so that all school districts will receive in FY16 and FY17 at least the same amount of state aid as in FY15. This last provision solves a problem that 93 school districts faced due to the phase-out of reimbursements for the loss of the tangible personal property tax and kilowatt hour tax revenue.
According to the Ohio Association of School Business Officials (OASBO), the bill includes $900 million in new money for primary and secondary education when compared to FY2015. However, overall GRF appropriations for the ODE are less than in FY2015. The following are some of the areas with significant changes in proposed funding between FY15, FY16, and FY17:
General Revenue Funds – ODE
FY15 (estimated) $8,415,765,295
FY15 (estimated) $1,042,200,000
Revenue Distribution Fund
FY15 (estimated) $510,000,000
Early Childhood Education
FY15 (estimated) $45,318,341
FY15 (estimated) $75,895,000
Democrats on the House Finance Committee proposed several amendments, which were all tabled. One amendment, offered by Representative Debbie Phillips, would have required boards of education to employ five of nine “education service personnel” per 1000 students in the areas of school nurse, school counselor, library media specialist, school social worker, technology, English as a second language, and art, music, and physical education teachers. This provision would have placed in law, rather than in Ohio Administrative Code rule, the so called “five of eight” rule, which was recently changed by the State Board of Education. The amendment was slightly different than the original rule, and would have eliminated the area of “visiting teacher” and added technology and English language learners as new educational service personnel categories.
Some of the same amendments were submitted again by House Democrats when the Ohio House took action on HB64 on April 22, 2015. Representative Cera proposed to direct income tax cuts to middle and low income Ohioans; Representative Phillips tried to remove a $25 per student payment to e-schools for school facilities; and Representative Ramos tried to increase the Ohio Opportunity Grants program to $250 million and repeal the Pell-first policy.
Again, all amendments proposed by Democrats were tabled, and the bill passed by a vote of 65 to 35, with three Democrats supporting the bill, and five Republicans opposing the bill.
Action on Sub. HB64 now moves to the Ohio Senate, where hearings have already started. The bill has been assigned to the Senate Finance Committee, chaired by Senator Oelslager, Medicaid Committee, and Ways and Means Committee, which will review the tax components. The provisions for primary and secondary education will be considered by the Education Subcommittee, chaired by Senator Hite. The committee also includes Senators Balderson, Widener, Coley, Lehner, Sawyer (Vice Chair), Thomas, and Yuko.
The budget for the Ohio Arts Council will be considered by the Higher Education Subcommittee, chaired by Senator Gardner. Other committee members include Senators Bacon, Hughes, Manning Cafaro (Vice Chair), and Thomas.
4) Summary of Amendments to HB64: According to the Ohio Association of School Business Officials, Sub. HB 64 as approved by the House “…makes positive structural changes to the school-funding formula”, and the “total package represents a major improvement to the as-introduced version of HB 64.”
In addition to holding school districts harmless for losses due to formula changes, which was included in the substitute bill approved on April 14, 2015, an omnibus amendment accepted by the House Finance Committee on April 20, 2015 included a hold-harmless provision that would keep Tangible Personal Property (TPP) and Public Utility Tangible Personal Property (PUTPP) tax replacement payments to schools at FY15 levels. No district would receive less money than in FY15, including TPP and PUTPP replacement payments, and 446 districts would receive a net increase in funding. Some of the education-related amendments included in the omnibus amendment are included below:
- Provides $1.25 million in FY16 for the Secretary of State to mail absentee ballot applications to all Ohio voters.
- Establishes the Joint Education Oversight Commission to advise the General Assembly on education issues.
- Extends the safe harbor provisions accepted in the substitute bill for teachers and districts to children as well.
- Specifies the allocation of the Ohio College Opportunity Grant between public institutions and private for-profit and nonprofit institutions of higher education, and states that the funds will be distributed on a need basis if the appropriation cannot cover all students funded in the prior academic year.
- Removes language prohibiting the Auditor from conducting public records audits.
- Removes language that considers faculty members of state institutions of higher education involved in specified policy decisions supervisors or management level employees, and therefore ineligible to be in the union.
- Increases line item 200-597, Education Program Support, by $1.5 million per year and earmarks that money for Teach for America.
- Requires the Ohio Department of Education to complete a study on the feasibility of creating three gifted schools in different ESC regions.
- Increases the cap, from $360 to $420 per pupil, on reimbursements to chartered nonpublic schools for clerical and administrative expenses, if appropriations are sufficient. This provision does not include new money.
- Reinstates the exemption for chartered nonpublic schools accredited through the Independent Schools Association of the Central States from the high school graduation assessment requirements, and the requirement to take the high school end-of-course exams, as well as current exemptions for nonpublic schools and scholarship students.
- Permits the Auditor to elevate a situation from financial watch to emergency even if an entity has a financial recovery plan. Also lowers the time frame for a local government to create a financial plan from 120 days to 90 days.
- Provides an option for universities to increase their tuition by 2 percent or $200 and for community colleges, and regional campuses to increase by 2 percent or $100.
- Compels The Ohio State University Board of Trustees to adopt a resolution either for or against providing voting power to student members.
- Removes language regarding win-win agreements,
- Restores current law related to the education of a person up to the age of 22, who has not received a diploma or equivalent, and appropriates $2.5 million per year for this purpose.
- Removes language prohibiting community school employees who collectively bargain from membership in STRS or SERS.
- Changes the administrative deadline for the reading skills assessment of the 3rd grade reading guarantee to November 1st for kindergartners.
- Inserts early childhood education language from House Bill 2 to direct the appropriation that exists in HB64.
- Permits the administrator of a school district to approve the installation of security devices, including door barriers, as part of the school’s emergency management plan.
- Increases 200-597, Education Program Support, by $250,000 in FY’16 for We Can Code IT.
The Sub. HB64 as passed by the House is available at http://www.lsc.ohio.gov/budget/mainbudget.htm
5) Education Committee Reports Sub. HB74: The House Education Committee, chaired by Representative Hayes, reported HB74 (Brenner) Primary and Secondary Education on April 21, 2015. The bill responds to concerns expressed by parents, educators, and students about the amount of statewide testing and the consequences for students, schools, and teachers. It includes provisions that address testing limits, statewide assessments, Ohio’s report card, and Ohio’s teacher evaluation framework. For example, the bill leaves it up to local boards of education to establish a method for determining student academic growth for teachers who teach in a subject area other than English language arts, mathematics, science, or social studies in any of grades four through twelve for which the value-added progress dimension or alternative student academic progress measure is not applicable.
HB74 also requires that the ODE send out a request for proposals to develop new state assessments, but prohibits the ODE from accepting proposals from any testing consortia that received funding under the American Recovery and Reinvestment Act of 2009. This provision would therefore exclude the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balance consortia from responding to the RFP.
The following is a summary of provisions included in Sub. HB74 as reported by the committee:
Section 3301.079 Diagnostic Assessments: Changes the grade levels and types of diagnostic assessments that the State Board of Education is required to adopt. States that the board will adopt diagnostic assessments for grades kindergarten through three (rather than two) in reading (eliminating writing).
-Further states that the ODE shall specify not less than two mathematics
diagnostic assessments that are approved for identifying students as gifted in the specific academic ability field of mathematics, and for the student academic growth component of teacher evaluations.
-Requires each academic standards review committee to submit its review of the state’s academic standards to the state board and the ODE not later than September 30, 2015.
Section 3301.0710 Student Assessments: States that beginning with the 2015-2016 school year, each assessment prescribed under division (A)(1) of this section, which is unchanged in the bill, shall be administered as an end-of-year summative assessment.
-After July 1, 2015 the assessments in division (A) shall not exceed three hours per assessment; the duration of the administration for each high school end-of –
course examination prescribed by division (B)(2) of section 3301.0712 of the Revised Code shall not exceed three hours per year.
-States that the limitations prescribed by this paragraph shall not apply to assessments for students with disabilities, the English language arts assessment or any related diagnostic assessment for students who failed to attain a passing score on that English language arts achievement assessment, and the nationally standardized assessments that measure college and career readiness, or substitute examinations.
Section 3301.0711 Third Grade Reading Assessment: States that for the 2015-2016 school year, and for each school year thereafter, school districts shall administer the English language arts assessment once annually to all students in the third grade. The ODE shall not require districts to administer the reading assessment in the fall.
-Requires the ODE to identify and approve at least two assessments that can be used for multiple purposes, including a diagnostic assessment administered to third-grade students; an assessment that permits a student to demonstrate an acceptable level of performance for purposes of the third grade reading guarantee; and an assessment used to identify students as gifted in specific academic ability fields in reading, writing, or both.
-Allows school districts to charge a fee to a student for an advanced placement or international baccalaureate examination.
Section 3301.0712 College and Work-Ready Assessments: Reduced the number of end-of-course exams from seven to five in English language arts I, science, Algebra I, American history, and American government.
-NEW. Requires the state board by March 1, 2016 to compile a list of multiple assessments that are equivalent to the end of course exams that schools districts, charter schools, and non public schools may use instead of the end of course exams. Requires the state board to develop a table of corresponding score equivalents for all end of course exams. Requires a school district to notify the ODE which assessment or assessments the district or school selects for each subject area by September 15th of each school year. Requires the entity that scores the equivalent examination to provide the student score data on that equivalent examination on behalf of the district or school, for purposes of calculating measures for the state report card.
-States that a score of two on an advanced placement examination or a score of three on an international baccalaureate examination shall be considered equivalent to a proficient level of skill as specified under division (B)(5)(a)(iii) of this section.
-Removes a provision that allowed a school district that utilizes an integrated approach to math instruction to administer an integrated math II end of course exam in lieu of the prescribed geometry end of course exam, because the bill removes this provision from the law.
-Requires the state board to revise the job skills assessment with input from individuals and educators who have a background in career technical education.
-(I) States that beginning with the 2016-2017 school year, a school district may use the end-of-course examinations, substitute examinations, or equivalent exams, as final examinations for the related subject-area class or course of study.
Section 3301.0715 Diagnostic Assessments: Allows school districts to administer a diagnostic assessment to kindergarten students between the first day of August and November 1, 2015. Requires the language and reading skills portion of the assessment to be administered by the thirtieth day of September to fulfill the requirements of division (B) of section 3313.608 of the Revised Code.
-Allows school districts to use another kindergarten literacy assessment identified by the ODE not later than July 1, 2016. Requires that the exam shall not exceed one hour.
NEW Section 3301.132 Resident Educator Program: Requires the ODE to determine which components of the resident educator performance -based assessment for purposes of the Ohio teacher residency program may be used as part of the teacher evaluations.
-Requires the ODE to develop a table of assessments that may be used for multiple purposes for which a measure of student performance or aptitude is required in order to reduce the total number of assessments. The table shall include achievement assessments, diagnostic assessments, end-of-course examinations, substitute examinations, examinations related to student academic growth measures, assessments used to identify students as gifted in superior cognitive ability and specific academic ability fields and other assessments. Requires the department to make the table available to school districts, community schools, STEM schools, college-preparatory boarding schools and chartered nonpublic schools.
NEW Section 3301.80 State Standards: Requires the state board and the ODE to develop a procedure to consult with teachers and superintendents from rural, urban, and suburban school districts, and develop a procedure to collect public feedback, both electronically and in person, for a period of not less than sixty days, when adopting education policies or standards required by state statutory law. For purposes of this section, “urban” districts shall include those that belong to the Ohio 8 coalition or its successor.
Section 3302.02 Report Cards: Requires the state board to adopt rules to establish proficiency percentages to meet each indicator that is based on a state assessment for the report card, and specifies the deadlines for doing so each school year.
Section 3302.03 Report Cards: (4) States that for the overall letter grade assigned each component grade assigned under this section, and each performance measure grade assigned under this section for a district or school, the ODE shall express that grade as a percentage of the total number of points possible for the respective overall grade, component grade, or performance measure grade.
-Requires the state board by July 1, 2017, rather than 2015, to develop a measure of student academic progress for high school students using data from assessments in English language arts and math, and assign a separate letter grade for the 2017-18 school year. For the 2015-2016 and 2016-2017 school years the ODE may include this measure on a school district or school report card.
-Allows cumulative totals from both the fall and spring administrations of the third grade English language arts achievement assessment until the 2015-16 school year.
Section 3302.13 Third grade reading achievement improvement plan: Clarifies which assessment would apply.
Section 3313.608 Third grade reading guarantee: States that the reading skills assessment shall be completed by the 13th day of September for students in grades one to three, and by the first day of November for students in kindergarten.
NEW Section 3313.903 Industry credential: States that except as otherwise required under federal law, the ODE shall consider an industry recognized credential or a license issued by a state agency or board for practice in a vocation that requires an examination for issuance of that license as an acceptable measure of technical skill attainment, and shall not require a student to take additional technical assessments regardless of whether the student has earned the credential or taken the licensing examination at the time the technical assessments would otherwise be administered.
Section 3319.111 Teacher evaluations – Student academic growth: (B)(1) States that for teachers who teach English language arts or math in any of grades four through eight for which the value-added progress dimension or an alternative student academic progress measure, if adopted by the state board, is applicable, the board of education shall use the value-added progress dimension or the alternative student academic progress measure.
-(2) For teachers who teach English language arts, mathematics, science, or social studies in any of grades four through twelve for which the value-added progress dimension or alternative student academic progress measure is not applicable, the board shall administer assessments identified by the ODE.
-(3) For teachers who teach in a subject area other than English language arts, mathematics, science, or social studies in any of grades four through twelve for which the value-added progress dimension or alternative student academic progress measure is not applicable, the board shall establish and use a method for determining the student academic growth measure.
-(4) For teachers who teach English language arts or mathematics in any of grades one through three, the board shall administer assessments on the list developed by the ODE.
-(5) For teachers who teach kindergarten or teach in a subject area other than English language arts or mathematics in any of grades one through three, the board shall establish and use a method for determining the student academic growth measure.
Not later than thirty days after the effective date of this amendment, the state board of education shall provide guidance to districts for the evaluation of the student academic growth of a teacher under divisions (B)(3) and (5) of this section.
Section 3: Amends Sections 10 and 13 of Am. Sub. HB487 to do the following:
-Adjusts the applicable school years to 2015-16 in a provision that permits, but does not require, school districts, STEM schools, community schools, or nonpublic schools to administer assessments online.
-States that boards of education and the governing authority of community schools and STEM schools, that have entered into a collective bargaining agreement with the representative of teachers to not use student academic growth for the purposes of making decisions about teachers, shall use a different measure of student progress, approved by the ODE for purposes of teacher evaluations under sections 3311.80, 3319.111, and 3319.112 of the Revised Code.
Section 5: Requires the ODE to determine the impact of online testing on student performance.
Section 6: Requires the state board not later than July 1, 2016, to submit recommendations to the Governor, the chairpersons and ranking members of the education committees of the Senate and House of Representatives, and the State Board of Education, about how to revise the framework for evaluation of teachers prescribed under sections 3319.111, 3319.112, and 3319.114 to reduce the estimated time necessary to complete teacher evaluations.
Section 7. Requires the ODE to conduct a comprehensive survey of the capacity and readiness of each school district for online administration of the assessments and report the results.
Section 8: Requires the state board to provide on the ODE web site an online opportunity to make comments about the academic content standards. Based on the review by the Academic Standards Review Committee and the public comments, requires the state board by June 30, 2016 to adopt revised academic content standards in English language arts, math, science, and social studies.
Section 9: Requires the ODE to issue requests for proposals to develop new state assessments that meet certain criteria, and prohibits certain multi-state consortia from participating in the RFP.
Section 10: Requires the ODE to complete a study of state diagnostic assessments and include at least a comparison of ease of administration, overall quality, performance levels, cost, and type of analysis available to school districts and schools.
Section 11: Requires the state board not later than November 1, 2015, to make a recommendation on whether or not to extend by one year the safe harbor provisions.
6) Report Analyzes Funding for Charter and Traditional Schools: The Ohio Charter School Accountability Project, a joint effort of the Ohio Education Association and Innovation Ohio, released on April 21, 2015 a new report that examines spending patterns and revenue sources for charter schools. The report is based on 2013-14 data included in the Ohio Report Card Advanced Reports prepared by the Ohio Department of Education (ODE).
The purpose of the report is to respond to charter school proponents who are seeking more funding for charter schools in the biennial budget by accessing directly local tax revenue for school districts.
According to this report, charter schools spend less on classroom instruction than traditional school districts; spend more per pupil than districts spend on administrative costs, professional development, and programs to support pupils combined; pay teachers 40 percent less than districts; in most cases do not pay for transporting students, saving more than $1000 per student on average; and some 53 charter schools receive on average $137,000 in private donations. The average amount of private donations for traditional public schools is $152,000 for about 507 out of 613 school districts.
The report concludes that “If charter schools spent the same amount per pupil as school districts spend on administration, charters would have enough money to spend about the same amount of money in the classroom as local school districts. And that’s without directly receiving any local money.”
The report also examines the difference between the average amount of state aid received by charter schools compared to traditional public schools. According to a separate report, charter schools receive on average $1,596 more than traditional public schools from the state. This happens because school districts never receive the full amount of base state aid per pupil, because state aid is adjusted in the school funding formula for school district wealth. But, the state still deducts the full per pupil base amount in state aid for charter schools from school district state aid funds. This means that traditional public schools receive less state base funds per pupil than charter schools. To make-up for the reduced state funds due to the full per pupil base amount deduction for charter schools, traditional public schools must either raise more local revenue, or cut educational programs. For the 2013-14 school year, for example, after charter school deductions, school districts on average received $4,149 per pupil in state base funding, while charter schools received $5,745 per pupil in state base funding.
See “Money for Ohio’s Charter Schools – More than Meets the Eye”, April 21, 2015 at
See “How Local Tax Revenues Subsidize Ohio Charter Schools”, Ohio Charter School Accountability Project, December 16, 2014 at
7) Bills Introduced
- HB160 (DeVitis) Textbooks-Higher Education: With regard to the selection, availability, and purchase of textbooks that are required for a course offered by any state institution of higher education.
- Nominate Ohio’s First Poet Laureate!: The Ohio Arts Council (OAC) is accepting nominations for the first Ohio Poet Laureate through May 20, 2015. Ohio’s Poet Laureate will serve a two year term that begins on January 1, 2016 and ends on December 31, 2017. Nominations will be reviewed by the OAC’s Ohio Poet Laureate Committee, which will make a recommendation to Governor Kasich, who will make a final decision.
The position was created through enactment of 130-SB84 (Kearney) in 2014 to “…foster the art of poetry, encourage literacy and learning, address central issues relating to the humanities and heritage, and encourage the reading and writing of poetry across the state.”
Information about qualifications and submission requirements are available at
- Tax Credit for Music Production Proposed: Ohio House Democrats posted on their web site on April 17, 2015 a proposal by Representative Kent Smith from Euclid to promote the growth of Ohio’s music industry through enactment of the Ohio Sound Recording Investor Tax Credit, called “OhioSounds,” The tax credit would provide incentives for music production, studio construction, and recording within the state.
According to the post, the nation’s music industry earns nearly $7 billion of revenue annually, and has become recognized for stimulating the development of new technology, innovations, and new business models.
OhioSounds would help Ohio’s musical industry become more competitive by providing tax credits for up to 25 percent of the related sound recording production costs for music projects created in Ohio. It would also refund up to 25 percent of music studio construction and recording infrastructure costs. The proposed tax incentive plan models one in Louisiana.
Democrats are working to include the tax credit in Sub. HB64 (Smith) Biennial Budget.
This update is written weekly by Joan Platz, Research and Knowledge Director for the Ohio Alliance for Arts Education. The purpose of the update is to keep arts education advocates informed about issues dealing with the arts, education, policy, research, and opportunities. The distribution of this information is made possible through the generous support of the Ohio Music Education Association (www.omea-ohio.org),Ohio Art Education Association (www.oaea.org), Ohio Educational Theatre Association (www.ohedta.org); OhioDance (www.ohiodance.org), and the Ohio Alliance for Arts Education (www.oaae.net).