Arts on Line Education Update April 18, 2016

Ohio Alliance for Arts Education
Arts on Line Education Update
April 18, 2016
Joan Platz


131st General Assembly:  The House and Senate will hold hearings and sessions this week.


The Senate Finance Committee, chaired by Senator Oelslager, will meet on Tuesday, April 19, 2016 at 11:00 AM in the Senate Finance Hearing Room.  The committee will receive testimony on SB310 (Oelslager), Capital Appropriations.  A vote is possible. (More details about this bill are included below.)


The Senate Education Committee, chaired by Senator Lehner, will meet on Tuesday, April 19, 2016 at 4:00 PM in the Senate Finance Hearing Room.  The committee will receive a presentation by Ohio Department of Education (ODE) on standards and assessments, and receive testimony on the following bills:

  • HB299 (Blessing III – Rezabek) Custodian-Autism Scholarship Eligibility:  To permit the temporary, legal, or permanent custodian of a qualified child to apply for an Autism Scholarship.
  • SB252 (Hite-Patton) Cardiac Arrest-Youth Activity:  With regard to sudden cardiac arrest in youth athletic activities.
  • SB297 (Hughes) Student Expulsion-Violent Threat:  With respect to the expulsion of a student from a school district, community school, or STEM school for communicating a threat of violence to occur on school grounds.


The House Education Committee, chaired by Representative Brenner, will meet on Wednesday, April 20, 2016 at 9:30 AM in hearing room 121.  The committee will receive a presentation from the Ohio Department of Education (ODE) on standards and assessments, and testimony on the following bills:

  • HB137 (Grossman-Phillips) Organ Donation-Health Curriculum:   To require the health curriculum of each school district to include instruction on the positive effects of organ and tissue donation.
  • HB410 (Rezabek-Hayes) Truancy:  With regard to habitual and chronic truancy and compulsory school attendance.


The Grace Commission, co-chaired by Senator Bill Coley and Representative Kirk Schuring, will meet on Thursday, April 21, 2016, at 3:00 PM in hearing room 116.

The commission was created in HB64 – Smith to identify ways for the state government to increase efficiency; enhance managerial accountability and administrative controls; recommend short and long term operating improvements; and recommend areas for further study and potential savings in a report due to the General Assembly by May 29, 2016.

Other commission members include Representative Nathan Manning (R-North Ridgeville); Senator Dave Burke (R-Marysville); David Johnson, CEO of Summitville Tiles; Bret Dixon, Director of Economic Development and Business Development for Clinton County; Ohio Manufacturers’ Association President Eric Burkland; Mercer County Economic Development Director Jared Ebbing; Columbus Partnership CEO Alex Fischer; former GOP Senator Mark Wagoner; and former GOP Representative Lynn Wachtmann.


Last Week at the Statehouse: Ohio Lawmakers were busy last week receiving testimony and taking action on several education bills.

-HB391 Financial Literacy Reported:  The House Finance Committee, chaired by Representative Ryan Smith, reported out on April 12, 2016 HB391 (Terhar) Financial Literacy Program.  The bill would require the Chancellor of Higher Education to create the SmartOhio Financial Literacy Pilot Program at the University of Cincinnati to operate for the 2016-2017 school year, and makes an appropriation.  The bill will now move on to the Ohio Senate for consideration.

-House Approves Education Bills:  The Ohio House approved two education-related bills on April 13, 2016.  HB113 (Grossman-Manning) requires instruction in cardiopulmonary resuscitation and the use of an automated external defibrillator.

HB425 (Hayes) guarantees students the right of religious expression in schools. The vote was 73-22 with opponents saying that the bill would cause confusion for teachers, who will have to allow students to express their religious beliefs in classroom work.  The bill also allows student religious groups to use school facilities to the same extent as secular groups.

House Welcomes New Member:  The Ohio House also welcomed a new member.  Bill Dean (R-Xenia) was elected and sworn-into office on April 12, 2016 as the new representative of the 74th House District.  He replaces Bob Hackett, who is now in the Senate. Representative Dean is a retired businessman, and recently won the Republican primary for the seat on March 15, 2016.

Capital Budget Bill Introduced:  The Senate Finance Committee, chaired by Senator Oelslager, met on April 12, 2016 and reviewed SB310 (Oelslager) the FY17-18 State Capital Budget. The $2.6 billion capital budget provides state funding for facilities and permanent structures, including schools, roads, dams, parks, recreational areas, community projects, etc.

Aside from the higher education projects, most of the projects that would be funded through this bill were first vetted by local leaders and local chambers of commerce, before selected to be included in the bill by the governor’s office and House and Senate members.  The projects for higher education were identified through a different process led by the presidents of Ohio’s public institutions of higher education.  The bill is expected to have widespread support among lawmakers, and clear the Senate by the end of the month.

According to Tim Keen, Director of the Office of Budget and Management, the bill includes $650 million for local school construction projects; $500 million for roads, bridges, and water systems through the Public Works Commission; $536.9 million for higher education; $323.1 million for parks, dams, trails, and waterways; $150 for the Department of Rehabilitation and Correction; $100 million for health and human services; and $160 million for community projects.

The bill also includes funds for a number of projects to support local arts organizations.  The following are some of those projects:

-Allen County Museum – $100,000

-Shine’s Theater Restoration – $300,000

-Hayesvile Opera House – $20,000

-Ashtabula Maritime and Surface Transportation Museum – $100,000

-Ashtabula Covered Bridge Festival Entertainment Pavilion – $100,000

-Armstrong Air and Space Museum and STEM Education Center – $900,000

-Gaslight Theatre Building Renovation Project – $300,000

-Rock and Roll Hall of Fame – $1,000,000

-Cleveland Museum of Art – $1.1 million

-Cleveland Music Hall – $400,000

-Variety Theatre – $250,000

-Sandusky State Theatre – $750,000

-Fairfield Decorative Arts Center $60,000

-Fayette County Museum – $25,000

-Columbus College of Art & Design – $750,000

-LifeTown Art and STEM for People with Disabilities – $450,000

-Aminah Robinson Cultural Arts and Community Center – $150,000

-CAPA’s Renovation of the Palace Theatre – $250,000

-Renovations of the Lincoln Theatre – $300,000

-Cincinnati Art Museum – $750,000

-Cincinnati Music Hall – $500,000

-Cincinnati Shakespeare Company – $750,000

-Ensemble Theatre Cincinnati $100,000

-Madcap Productions – New Madcap Puppet Theatre – $200,000

-Riverbend and Taft Theatre – $85,000

-Native American Museum of Mariemont – $400,000

-Loudonville Opera House Restoration – $250,000

-Lake County Fine Arts Association Facility Expansion/Renovation – $650,000

-Lorain Palace Theatre and Civic Center Rehabilitation Project – $150,000

-Downtown Toledo Music Hall – $400,000

-Dayton Art Institute’s Centennial – preservation & accessibility – $1,000,000

-Twin City Opera House – $100,000

-Zanesville Community Theater – $75,000

-Tecumseh Theater Opera House Restoration – $50,000

-Pickaway County Everts Community & Arts Center – $200,000

-Garrettsville Buckeye Block community theatre – $700,000

-Kent Stage Theater Restoration Project – $450,000

-Ross County Majestic Theatre Renovation Project Phase II – $750,000

-Arts in Stark – $355,000

-Massillon Museum – $1.5 million

-Convoy Opera House – $60,000

-Wassenberg Art Center – $175,000

-Wayne Center for the Arts – $150,000


See Director Keen’s testimony at


Hearing on SB241 – Educational Opportunities:  The Senate Education Committee, chaired by Senator Lehner, received testimony on April 12, 2016 on SB241 (LaRose) Educational Opportunities.

Scott DiMauro, Vice President of the Ohio Education Association and Tim Katz, Executive Director of the Ohio Alliance for Arts Education, presented testimony on behalf of several organizations, including the Ohio Education Association; the Ohio Alliance for Arts Education; the Ohio Music Education Association; the Ohio Art Education Association; Ohio Educational Library Media Association; Ohio Association for Health, Physical Education, Recreation and Dance; the Ohio Federation of Teachers; the Ohio Association of School Nurses; and the National Association of Social Workers – Ohio Chapter.  Also providing individual testimony were Jim Dowdy from the Ohio Music Education Association and Susan Yutsey from the Ohio Education Library Media Association.

SB241 was introduced in response to the State Board of Education’s decision in April 2015 to eliminate the “5 of 8 Rule” in Operating Standards for Ohio Schools.  This rule provided flexible staffing ratios in support of a well-rounded education complete with student access to licensed and certified school counselors, nurses, library media specialists, social workers, and elementary art, music, and physical education teachers.

SB241 requires that school districts provide students in grades K-12 with an education that includes the fine arts, music, and physical education, and the comprehensive services of counselors, librarians or library media specialists, school nurses, and school social workers.

SB241 also requires the ODE to report on the state report card for the 2015-16 school year the number of licensed teachers employed in fine arts, music, physical education, and as counselors, school nurses, school social workers, and librarians/media specialists per one thousand students.

The bill also requires Ohio Department of Education to report the number of these professionals per 1000 students employed by school districts in five of the seven categories, and recognize school districts that are meeting this threshold.

In an interesting coincidence, the State Board of Education approved on April 12, 2016 the method that it will use to report on the state report card data about the employment of “educational service personnel” in Ohio’s school districts.

When the State Board of Education changed the “5 of 8 Rule” in Operating Standards in April of 2015, it also agreed to develop a method to report on the state report card staffing levels per 1000 students for an expanded list of “educational service personnel,” which originally included elementary art, music and physical education teachers, school nurses, social workers, counselors, librarians, and visiting teachers.

Data about educational service personnel will be included on 2015-2016 state report card, including information about the staffing levels of educational service personnel per student enrollment and staffing levels compared to the statewide ratio.  Staffing levels for schools are not available at this time.

The State Board’s action to report educational service personnel on the state report card comes almost a year after the “5 of 8 Rule” was changed. But the reporting agreement doesn’t guarantee that educational service personnel data will be published on future report cards, because the reporting agreement is not in law or rule.  SB241 would codify the reporting agreement, and require that this data be reported on future report cards.

See the report of the Accountability Committee at  (The report is under Board Books for April 2016.)

See the testimony at



Vergara Decision Reversed: The Court of Appeal of the State of California, Second Appellate District, Division Two, reversed on April 14, 2016 the decision reached in Vergara, et. al v. State of California and the California Teachers Association, et. al.

The June 2014 Vergara decision by Los Angeles County Superior Court Judge Rolf Treu found that California’s teacher tenure and due process laws violated the rights of students to equal protection under the law.

The decision reached by the Court of Appeal states that, “Plaintiffs failed to establish that the challenged statutes violate equal protection, primarily because they did not show that the statutes inevitably cause a certain group of students to receive an education inferior to the education received by other students. Although the statutes may lead to the hiring and retention of more ineffective teachers than a hypothetical alternative system would, the statutes do not address the assignment of teachers; instead, administrators—not the statutes—ultimately determine where teachers within a district are assigned to teach. Critically, plaintiffs failed to show that the statutes themselves make any certain group of students more likely to be taught by ineffective teachers than any other group of students.”

Lawsuits similar to Vergara have been filed in New York (Wright v. New York) and Minnesota by an organization called the Partnership for Educational Justice, founded by Campbell Brown, a former TV news reporter.

The decision is expected to be appealed to the California Supreme Court.

See “Appeals court rejects bid to end teacher tenure in California, marking a major victory for unions,” by Howard Blume, The Los Angeles Times, April 14, 2016 at


HELP Committee Questions ED Head about ESSA:  Secretary of Education John King returned to the U.S. Senate Committee on Health, Education, Labor & Pensions (HELP), chaired by Senator Lamar Alexander, on April 12, 2016 to answer questions about proposed rules to implement the Every Student Succeeds Act (ESSA).

In Chairman Alexander’s opening remarks, he accused Secretary King and the Obama administration of proposing rules that would violate key provisions of ESSA.

The U.S. Department of Education (USED) recently released proposed rules for “supplement, not supplant,” which would regulate how school districts spend Title I funds for educating children from low income families, and ensure that districts are providing comparable services to students who attend poorer schools, before receiving federal funds.

USED is proposing that school districts show that “…state and local per-pupil funding in Title I schools is at least equal to the average per-pupil spending in non-Title I schools.”  But to make those calculations, states would have to factor in teacher salaries, which are generally lower in poorer schools, because teachers are generally less experienced.

According to Senator Alexander requiring school districts to include teacher salaries in their calculations of equitable funding is prohibited under the “comparable provision” in federal law.

Senator Alexander went on to say that he would opposes the current draft of the rule, and urged Secretary King to revise the draft rules.

See “Chairman Alexander: Already “Disturbing Evidence” that Education Department Is Ignoring the New Law,” HELP Committee, April 12, 2016 at

See “ESSA Implementation in States and School Districts: Perspectives from the U.S. Secretary of Education” at


AERA Experts Discuss ESSA: The American Educational Research Association (AERA) held their annual meeting on April 8-12 in Washington, D.C.

During a panel discussion entitled “Where Might the 2016 Election Year Take Us?  Exploring the Implications of Political Framing for Future Education Legislation” several speakers commented about education trends and policies following the adoption of the Every Student Succeeds Act.

Panelist Dr. Pedro Noguera, UCLA professor and director of the Center for the Study of School Transformation, said that state departments of education are focused on compliance and that it will be a challenge for them to shift focus to support poor performing schools.

John Jackson, president and CEO of The Schott Foundation for Public Education, said that there was too much emphasis on testing and gathering more and more data.  Instead, educators should be examining the conditions that produce low student achievement and data that “….outlines the supports that are necessary for all students to have an opportunity to learn.”

Judith Browne-Dianis thought that it was troubling that K-12 education was not a key issue in the 2016 presidential election so far.  As a civil rights attorney she focuses on “inequitable policies” that affect students, and thought that the candidates should be focusing more on closing the achievement and opportunity gaps.

See “Expert at AERA:  States not Equipped to Support Schools” by Jamaal Abdul-Alim, Diverse Issues in Higher Education, April 10, 2016 at


ESSA Provides a Huge Opportunity to Improve State Accountability Systems: Professor Linda Darling-Hammond presented a key lecture at the AERA annual convention on April 8, 2016 entitled “Designing New Accountability:  How Public Schools Can Contribute to a Productive Policy Framework for Education.”  Professor Darling-Hammond is the Charles E. Ducommun Professor of Education at the Stanford University Graduate School of Education, and has studied state assessment and accountability systems, teacher evaluation and professional development, and student access to high quality opportunities to learn through equitable and adequate education funding systems.

She lamented in her presentation that over the past 20 years or so policy makers have ignored the research about how students learn and what should be done to support equitable and empowered learning.  But this could change as a result of the Every Child Succeeds Act (ESSA), which provides a huge opportunity to develop more productive approaches to accountability based on research.

Under ESSA, for example, it is up to states to define, design, and implement accountability systems using multiple measures.  While the law still requires annual state assessments at certain grade levels, and state accountability systems to include certain indicators, states must include at least one indicator about student engagement or school climate, and have flexibility to determine the weight of some indicators.  States can also include more indicators, which some states are already doing to present a more complete picture of learning in their schools.

States also have the opportunity to reconsider the nature and role of assessments, and build assessments that measure higher order thinking skills, and provide information to improve student learning rather than punish and sanction.

The law also provides states incentives that have not been included in federal law since the 1970s.  Some of the incentives support well-designed professional learning for teachers and leaders; community schools and wrap-around services; school integration; high school redesign; and resource equity, including weighted student formula incentives and resource audits.

To inform this work, Professor Darling-Hammond suggests synthesizing what has been learned from the vast amount of educational research in the states and overseas, to identity successful approaches and places where student learning is strong.  She recommends that states look at the Singapore Education Examination and Assessment Board, which has used project-based assessments for a number of years, and the Alberta Canada Results Report.

Some states are already developing new accountability systems that support meaningful learning and the “whole child.”   Some of these states have implemented a more project-based curriculum, assessments, and instruction; invested in building educator and school capacity; identified a dashboard of indicators reflecting student success for their accountability systems; engaged stakeholders and the community in support of learning; addressed segregation, inequity, and inadequate resources; and developed procedures for a quality review of a school.

A lot of work on performance and project-based assessment was done in the 1990s in the states, including Connecticut, Massachusetts, Kentucky, and North Carolina, and some of these states experienced significant increases in student achievement as a result.  During this time states also raised and equalized teacher salaries; launched preschool and children’s health incentives; raised standards for teaching and teacher education; offered service scholarships to attract teachers to high-need fields, such as special education; required mentoring based on clinical performance assessments; invested in high quality professional development, such as Reading Recovery; revised assessments to focus on higher order thinking skills; and pursued steady policies for more than 15 years.

These successful strategies to improve schools are now being implemented in more states.  Most recently New Jersey has implemented parity funding for high-minority low wealth districts, invested in high quality preschool and teacher education, focused on math and literacy, and organized supports for schools around the child-development Comer Model.  As a result student achievement has increased and achievement gaps are closing in New Jersey, even with 33 percent of students in poverty.

Professor Darling-Hammond also describes the work of the Innovation Lab Network, which is affiliated with the Counsel of Chief State School Officers, and the “51st” State Accountability.  These organizations are developing new approaches to 21st Century learning, accountability, and assessments with the support of education scholars at the University of Kentucky, Stanford University, and the University of Oregon.  These scholars are developing new ways to pilot new accountability systems, and are sharing what they have learned with policy makers through the Center for Collaborative Education and the Learning Policy Institute.

She also noted that California is one of the states that is re-examining its accountability system.  It has adopted a multiple measure system that includes 8 priorities as part of its new school funding system, which requires school districts to work with their schools and communities to allocate resources to students based on their needs.  The state priorities include:

-Student Achievement: SBAC gains, English language gains, college and career readiness (AP, IB, or dual enrollment), use of performance-based assessment

-Student Climate:  Reduce suspensions and expulsions; provide students with professional supports; survey parents, teachers, and students,

-Other Measures:  Completion of career or workplace pathway; completion of community service

-Student Engagement:  Monitor student attendance, chronic absenteeism, dropouts, and graduation.

-Curriculum:  Ensure student access to the “whole curriculum”, including STEM, the arts, and physical education.

-Basic Services:  Ensure that teachers are qualified and have adequate materials, and facilities are maintained.

-Common Core:  Provide teachers with professional development and support to implement instructional practices that are aligned with the Common Core.

-Parent Involvement:  Support efforts to include parents and parent participation.

Accountability is now based on schools achieving or making progress on the goals set in the priorities, and human and finance resources are aligned toward meeting those goals.

The CORE School Districts in California, which are the largest districts in the state, have implemented a different accountability system to achieve college and career ready graduates based on three domains: Academic Learning, Social-Emotional Learning, and School District Culture and Climate.

Professor Darling-Hammond sees the two examples from California as providing a way to envision accountability systems that recognize the importance of meeting the needs of the “whole child.”  If schools struggle to meet their measures, expert help is available through a quality school review, which is used to identify barriers and solutions.

According to Professor Darling-Hammond, one of the major challenges facing education reformers in the U.S. today is communicating the vast amount of knowledge in a way that is useful to educators working in our schools.  She suggests that state departments of education, research institutions, researchers, and others organize and synthesize the knowledge gained from multiple studies; provide educators with successful strategies that have been vetted and implemented in different contexts; and provide educators with specific examples of successfully implemented strategies.

Another challenge facing educators is identifying the types of assessments that will be needed and used in the future.  Paper and pencil assessments will certainly be phased-out as computer based assessments are perfected.  But she believes that use of performance-based or project-based assessments will continue to grow.  These are assessments in which students are given a problem and must show how they would create a solution.  Singapore and other countries are already using project-based assessments, but there are pockets of project-based assessment systems developing in the U.S. as well as within the Innovative Network.




SBE to Review Applicants for State Superintendent:  The State Board of Education released on April 13, 2016 the names of applicants seeking the position of state superintendent of public instruction in Ohio.

The State Board of Education, Tom Gunlock president, developed a process to select a new superintendent to replace Dr. Richard Ross, who retired in December 2015.  The State Board hired Ray & Associates to conduct a search, review applicants, and select the five most qualified to be interviewed. State Board members will also review the applicants, and select additional candidates to interview by April 28, 2016.  The Board expects to interview the candidates in May and shortly thereafter select a new superintendent.

The top five candidates identified by Ray & Associations are,

-Shonda Hardman from Cleveland, OH.  She was the Chief of Schools in the Houston Independent School District.

-Thomas Lasley, Centerville OH, is the Executive Director of Learn to Earn Dayton.

-Penny Schwinn of Wilmington, DE, is currently the Chief Accountability and Performance Officer and Associate Secretary of Education in Delaware

-Bob Sommers of Middletown, OH.  He is the CEO & Managing Member of the Carpe Diem Learning Systems, LLC, and formerly worked for Governor Kasich.

-Tina Thomas-Manning, Columbus, OH, is the Superintendent of Reynoldsburg City Schools.  She also worked at the ODE.

Other qualified candidates are Paolo DeMaria, a consultant with Education First and James Herrholtz, who is the Deputy Superintendent/MCESC.  Both candidates also worked for the ODE at one time.

See the complete list at


Update on Ohio Constitutional Modernization Commission OCMC: The  OCMC’s Education, Public Institutions and Local Government Committee, Chad Readler chair, met on April 14, 2016 and discussed proposed changes for Article VI, Section 4.

Currently Article VI, Section 4 states, “There shall be a state board of education which shall be selected in such manner and for such terms as shall be provided by law. There shall be a superintendent of public instruction, who shall be appointed by the state board of education. The respective powers and duties of the board and of the superintendent shall be prescribed by law.”

The committee had previously received testimony recommending that the committee consider changing this section in a number of ways, including requiring that the State Board of Education be all-appointed or all-elected; requiring that Board members meet certain qualifications; and/or requiring that the Board be separated into two boards with different missions.

According to Hannah News Service, during the discussion about Article VI, Section 4 some members of the committee opposed adding more details and requirements about the State Board’s duties and membership in the state’s constitution, because it could restrict legislative action.

In response committee member Roger Beckett recommended new language for this section to address these concerns:

Proposed Constitutional Amendment:  “To oversee education in this state, the General Assembly may provide for boards, departments, and directors that may be selected in such manner and for such terms as may be provided by law, and may prescribe by law their respective powers and duties.”

Other committee members objected to this recommendation, which some felt could lead to the elimination of the State Board and the appointed superintendent altogether.  They were also skeptical about whether or not the full OCMC and voters would even pass the draft amendment.

Also testifying before the committee was Russ Harris, who represented the Ohio Education Association, and asked the committee to support an elected state board of education.



Youngstown Commission Meets:  The Seventh District Court of Appeals upheld on April 8, 2016 the decision by the Mahoning County Court of Common Pleas that invalidated Youngstown Board of Education President Brenda Kimble’s appointment of Carol Staten to the Youngstown Academic Distress Commission.

The Court also lifted a ruling enabling the commission to meet for the first time on April 14, 2016. The commission includes Brian Benyo, chair, Jennifer Roller, vice chair, Vincent Shivers (who was recently appointed by Brenda Kimble), Dr. Laura Meek, and Dr. Barbara Brothers.  The commission now intends to hire a CEO.

Another lawsuit challenging the constitutionality of the commission is still going forward in Ohio’s Tenth District Court of Appeals.

Provisions creating the commission were added at the last minute in July 2015 to Am. Sub. HB70 (Brenner-Driehaus), a bill to support wrap-around services in schools.

The Youngstown Board of Education, Youngstown Education Association, and other plaintiffs filed a lawsuit alleging that Am. Sub. HB70 is unconstitutional, because it infringes on the rights of voters in Youngstown to elect a board of education to operate schools; was approved through a faulty process, because lawmakers failed to hold the proper number of hearings on the bill before it was approved; and violates the single subject rule.

See “Youngstown Schools’ Academic Distress Commission meets for first time,” by Tyler Trill, WKBN, April 14, 2016 at


ODE Found Noncompliant: Patrick O’Donnell reports for The Plain Dealer that State Auditor David Yost’s office has concluded that the Ohio Department of Education violated the law when it deliberately excluded the grades of certain low performing charter schools in the evaluations of sponsors in July 2015. But, since the ODE has already taken steps to revise the process for evaluating charter school sponsors, there will be no penalties or consequences.  David Hansen, the person who was in charge of the ODE Office of School Choice, and was responsible for the faulty evaluations, resigned last July.

See “State Auditor David Yost finds that state charter school sponsor reviews were ‘noncompliant’,” by Patrick O’Donnell, The Plain Dealer, April 12, 2016 at



More Support for the Arts and a Well-Rounded Curriculum: U.S. Secretary of Education, Dr. John B. King, told reporters last week that “….the balance has shifted too much away from subjects outside of math and English that could be the spark to a child’s interest and excitement.”  The Every Student Succeeds Act (ESSA) includes several provisions that provide “….opportunities for states and districts to embrace subjects beyond just reading and math.”

For example, Secretary King noted that the Student Support and Academic Enrichment grants could be used to support arts education or make school buildings safer.  He also suggested that states could include in their accountability plans access to arts education, foreign language courses, or STEM education.

Dr. King also said, “There’s evidence that kids get better at math when they’ve taken classes that make the connection between STEM and the arts – and that when they’ve had certain courses in the arts kids can grow in self-confidence and linguistic skills, as well as in creativity.”

See “ESSA Can Help States Offer a Well-Rounded Education, John King Says,”

by Alyson Klein, Education Week, April 14, 2016 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

Since our founding in 1974, by Dr. Dick Shoup and Jerry Tollifson, our mission has always been to ensure the arts are an integral part of the education of every Ohioan. Working at the local, state, and federal levels through the efforts of a highly qualified and elected Board of Directors, our members, and a professional staff we have four primary areas of focus: building collaborations, professional development, advocacy, and capacity building. The OAAE is funded in part for its day-to-day operation by the Ohio Arts Council. This support makes it possible for the OAAE to operate its office in Columbus and to work statewide to ensure the arts are an integral part of the education of every Ohioan. Support for arts education projects comes from the Ohio Arts Council, Ohio Music Education Association, Ohio Art Education Association, Ohio Educational Theatre Association, VSA Ohio, and OhioDance. The Community Arts Education programs of Central Ohio are financially assisted by the Franklin County Board of Commissioners and the Greater Columbus Arts Council. We gratefully acknowledge and appreciate the financial support received from each of these outstanding agencies and organizations.
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