Americans for the Arts

Perhaps I never should have agreed to take part in this blog roundup on the reauthorization of the Elementary and Secondary Education Act (ESEA). The reason is simple: I don’t believe ESEA will be reauthorized this year.

I have been the Odd One Out in a host of optimistic conversations all year. Most of my colleagues believe that this time, for sure, the 50-year-old ESEA (last updated in 2001) will actually be reauthorized.

I remain unconvinced. Remember Lucy and the football? I ask them. Every year, Charlie Brown convinced himself that this time Lucy would hold that football and let him kick it. And every year he was disappointed. Those who believe the federal government will give them legislative relief from onerous aspects of No Child Left Behind (NCLB) this year are, I fear, setting themselves up for the same letdown.

On July 16, 2015, the U.S. Senate passed its bipartisan Elementary and Secondary Education Act (ESEA) reauthorization proposal, the Every Child Achieves Act (S.1177), by a margin of 81 to 17. Under this legislation, the “arts” are recognized as a core academic subject and would receive their rightful place in the main instructional day.

The Americans for the Arts, along with more than a dozen national arts education organizations were approved by the Senate education committee to define the “arts” to include dance, media arts, music, theatre, and visual arts. These art disciplines are now eligible due to their inclusion in the National Core Arts Standards.  As the over 4 to 1 Senate vote indicates, there is significant bipartisan support for dance and the arts.

The whirlwind of recent congressional activity on reauthorization of the Elementary and Secondary Education Act (ESEA), ultimately culminating in the Senate’s passage of the bipartisan Every Child Achieves Act (S. 1177) and the House’s Student Success Act (H.R. 5), has sparked a great number of questions from music and arts educators, as to the implications of these pieces of legislation, both in policy and practice. For those interested, a thorough legislative analysis of what exactly the bills WOULD do for music and arts (primarily as a result of their listing as core academic subjects) is available from Americans for the Arts. I am routinely asked by music educators, however, about several bigger picture issues, and how they pertain to the Senate bill, in particular, with regard to what it WOULD NOT do. As such, I thought it would be useful to try and speak to those concerns directly, all at once – and try to outline the limits of a new ESEA.

Throughout my 30 years at Americans for the Arts, I have seen first-hand the profound impact that the arts have on children's lives. Just the other evening, a YoungArts alumna, singer/bassist Kate Davis, performed before a crowd of national policy leaders, senators, members of Congress, and famous artists, for an event honoring the U.S. National Medal of Arts and Humanities honorees in Washington, D.C. I first met this young lady just a few years ago and she was a high school student who so impressed me that Robert Redford and I invited her to our National Arts Policy Roundtable, where she in turn impressed the leaders of President Obama's President's Committee on the Arts and Humanities. The next thing you know, she is sharing her art and ideas at the White House. Magic can and does happen all the time through the arts and arts education.

As we celebrate the fifth anniversary of the Congressionally designated National Arts in Education Week over the next few days, I want to share just a few of the experiences I have had in the arts with students as I travel the country, with the hope that these will bring to mind experiences of your own that you will share with others.

One word:  OPPORTUNITY! 

My fellow arts and theatre educators: we stand at the precipice of a very exciting time in Arts Education policy and what better way to celebrate Arts Education week then a call to action!  So let me break it down for you: if you are new to policy I have laid out some context for you below. For those more versed feel free to jump directly to the call to action! 

After multiple attempts and years of Congressional deliberations, the summer of 2015 finally realized the passage of two different versions - one from the Senate and one from the House of Representatives - of the reauthorization of the Elementary and Secondary Education Act (ESEA). This fall, a conference committee comprised of members of both chambers will possibly finalize a compromise bill, enabling President Obama to sign a new version of ESEA into law. One of the primary components that arts education advocates hope will be in the final legislation is the inclusion of the arts as a core subject. This is something which advocates continue to push heavily for maintaining as an important statement of the value of arts learning in federal policy.

The Elementary and Secondary Education Act has a long history in this country of both supporting and threatening the presence of arts education in America’s public education system. Originally created in 1965, the original intentions of ESEA included developing standards of accountability to lessen the achievement gap amongst students from various backgrounds. While the perspectives of how to achieve this endeavor have changed over time to reflect different Congressional administrations, the overarching philosophy has remained consistent: measuring student achievement is a necessary component of school accountability.

Former U.S. Secretary of Education Richard Riley responded earlier this month, when asked at the Arts Education Partnership forum how education policy advocates should navigate the partisanship sparked by the presidential election cycle: “For crying out loud, think positively!”

So, with a view to heeding Secretary Riley’s excellent and wise advice, here are reasons to be optimistic about progress in advancing arts education policy.

Advancements in arts education policy and practice never happen by accident. These occur because of the planning and actions of many people and organizations. This is true whether we are speaking of standards, graduation requirements, data gathering, teacher training, addressing issues of equity or the arts place as a core subject. As Congress now reconvenes, a top priority will be a final education bill and with it… the fate of the arts as a core subject. This means that we have reached a moment, once again, that will require the actions of many to ensure that the arts maintain their place as a core subject.

August recess, August district work period, August vacation. Whichever phrase you might prefer, Congress is now back in session. That means a return to a tremendous amount of pending work, including the start of a formal conference committee to attempt to write a final bill to reauthorize the long expired Elementary and Secondary Education Act (ESEA).

Ask an outsider what they know about Iowa, and they may say one of three things, CORN ... HOGS ... and FARMLAND. Yes, Iowa is known for its agricultural bounty.

But visit the world-famous Art Institute of Chicago, and you’ll undoubtedly run into “American Gothic,” a painting universally recognized as a cultural icon — created by Grant Wood, an Iowan.

The explosion in the numbers of artists and arts activities in the 1940s and 1950s left a legacy that continues today, and what may come as a surprise is that in Iowa, the arts serve as an economic driver that attracts companies, creates jobs and grows local and state revenue. Without a doubt, the arts mean business in Iowa.

I first learned about Paducah, KY eleven years ago when I started working at Americans for the Arts. Where is Paducah, you ask? Well, it’s a town of about 25,000 people nestled where the Ohio and Tennessee rivers converge, approximately 140 miles north of Nashville in the western sliver of Kentucky. But don't let this quaint town fool you, as it packs a huge arts punch. 

Although the timing of congressional votes keep getting kicked around, it remains a crucial time in Washington for arts education.

Anything’s possible^*, but what’s most likely is a U.S. Senate floor vote and amendment consideration this week—as well as a long-delayed House floor vote—on the Elementary and Secondary Education Act (ESEA) reauthorization.

This article has been co-written with Michelle T. Boone, Commissioner with the Chicago Department of Cultural Affairs and Special Events, and originally published by The Huffington Post on June 12, 2o15.

Deplaning at Chicago's O'Hare, it's easy to daydream of the world-famous art that awaits: the gleaming, 100-ton stainless steel Cloud Gate, Grant Woods' iconicAmerican Gothic, historic architecture and the homegrown Chicago blues.

At times I have been asked, “How did you find your career path in the arts?” Actually, it’s more often phrased, “How’d you get in this business?” I have held a number of wonderful posts, both public and private, and am currently Director of Advocacy and Public Policy for ArtPride New Jersey, the state arts advocacy organization. My story is evolutionary, organic, and having tilled these fields for over 30 years, long. In this age of sound bites I’ll boil it down to this—“teachers and inspiring leaders.” For me and so many others, it all started with an art teacher.

What a treat to be in Sweet’s Ballroom in Oakland, home-away-from-home for Duke Ellington, Count Basie, Frank Sinatra, Tito Puente, Dizzie Gillespie, Lalo Guerrero, Xavier Cugat, and so many more! And how wonderful for Sweet’s Ballroom to be a part of the Oakland School of the Arts, allowing their talented students to follow in the footsteps of the some of the greatest musicians in history. The convening on January 30-31, 2015, was made possible by CREATE CA, which brought together over 225 arts leaders from across California for two days of listening, working, and participating in learning about CREATE CA and its release of A Blueprint for Creative Schools (funded by the California Arts Council). Spearheaded by the amazing Malissa Feruzzi Shriver and others, this important work began in 2011 as part of the Education Leaders Institute (ELI) funded by the National Endowment for the Arts.

We are in a springtime of mixed messages in America. Some graduation ceremonies feature stories of great opportunity by commencement speakers, while others are solemn events where graduating seniors are simply processed out the door toward an uncertain future. Clearly, some systems and communities are doing a better job of preparing our children for a creative, successful future. The arts can make a difference between these two outcomes--while there are certainly many other factors involved, the arts are proven to make a positive difference toward graduation and a better learning experience. That is why Secretary of Education Arne Duncan said that arts education, or the lack of it, has become "a civil rights issue in America." And The Conference Board's Ready to Innovate study found that employers want 21st century employees who are creative; this age of innovation demands a creative workforce. At the top of the list for how to become creative is having the arts in the curriculum when the young people were in school.

For eight years now, Americans for the Arts has partnered with our nation’s Lieutenant Governors to promote arts education and other arts-related issues. I am often asked, “Jay, why do we work with the Lt. Governors?” The answer is simple. Whether they are elected directly, or on a ticket, Lt. Governors have broad portfolios including many aspects of tourism, creative economy, education, and economic development. Secondly, almost half of them go on to become their state’s next governor.

If your city had a new construction company move to town, this would be good news – more jobs, more economic activity, and more tax revenues to be collected. How about if your city received funding from your state to widen a road? Again, you would probably welcome this news with open arms. Now, think about a new arts organization moving to town. Would you look at this group with the same economic lens that you used to look at the construction or transportation business?

As I reflect on the recent National Arts Advocacy Day and the several hundred visits to the offices of our Congressional representatives and senators that took place, I can think of hundreds of stories to tell. Each of the nearly 550 arts advocates from all fifty states, members of Congress, and artists who joined us in Washington, D.C. to advocate for the arts on Capitol Hill came with a story about how the arts have transformed them and the people around them. To many, the arts have brought hope and fortitude, been a partner in solving community problems, and provided Americans with role models, identity, and opportunity.

Urban school districts, such as New York and Chicago, are taking bold steps to expand the school day curriculum and once again invest in arts education. After years of budget cuts, and a narrowing of curriculum at public schools across the country, cities are taking action.

Owing largely to mandates of the federal No Child Left Behind Act, school districts of all sizes spent recent years focusing educational goals very narrowly on improving test scores in just two subject areas—English Language and Math. This focus came at the expense of the arts, music, and other subject areas that were not being tested.

Fortunately, the tide may be turning, and arts education may be making comeback.

They’re often left behind.

Left out of the discussion. Forgotten. Not on the stage or missing from the page. Frequently not even in the room.

I’m talking about students experiencing disability, or special education students.

In the swirling national dialogue on arts education and cognitive development, it is surprising to see how infrequently students experiencing disability are included as part of the research and discussion.

Last week, the Federal Communications Commission (FCC) approved new rules for enforcing net neutrality. Independent agency rulemaking might sound like a sleepy topic, but over 4 million people – a record-setting number – sent in comments. What does the rule mean for artists and arts organizations?

First, what is “net neutrality?”

It’s the idea that your Internet Service Provider (ISP), like Verizon or Comcast, doesn't discriminate when it comes to Internet traffic—meaning throttling or blocking legal content that you want to access or share. A company also can’t pay your ISP to speed up service for certain sites.

Last night it was confirmed that the U.S. House of Representatives is scheduled to consider over three dozen amendments to "The Student Success Act" (HR 5), a bill to reauthorize federal education programs. This is a legislative effort last completed 13 years ago through the No Child Left Behind Act. There is a great need to improve upon that outdated legislation.

Through Friday's floor consideration in the House, members of Congress will have an opportunity to vote on HR 5 and a Democratic alternative - but both bills are expected to receive partisan vote outcomes.

Size drives a lot of policy discussions in Rhode Island. We are, after all, a unit of measure. “That iceberg off the coast of Nova Scotia is about the size of Rhode Island.” But for Rhode Islanders we take pride in how our small state is an intimate place, and we discuss ways we can use that intimacy to our advantage.

Twenty-plus years ago we were one of the first states in the nation to establish cultural districts in select communities. These districts had two distinct but complimentary goals: the first was to attract an art-buying (and money-spending) public, and the second was to encourage artists to live and work in areas that would benefit greatly from their presence.

Cultural districts are the heartbeat of a city. They are the distinctive part that makes your city unique and reveals the character and spirit of your town. They are vital to the sustainability and creativeness of a city, but so often these districts are forgotten and underutilized as a tool for economic growth and viable livability.

As Mayor of Paducah, Kentucky, a city of approximately 25,000, I have seen first-hand how the rejuvenation of a cultural district can have a significant impact on the economic stability and viable livability of an area. Our local government and concerned citizens have invested in, nurtured and supported the growth of our local arts district for many years and we are reaping great rewards from that investment. Paducah has used artist relocation programs, district rejuvenation projects, fiber art attractions, and cultural organization partnerships to create an arts district that is having an impact on both the local economy and the international playing field.

“We fought poverty, violence and blight, and we made the Southside a better place to live. We are now strangers in our own neighborhood, and it’s painful.”

These words from longtime Brooklyn resident and community leader Evelyn Cruz at a forum about gentrification in Williamsburg have stuck with me for years. I thought of them as we created Naturally Occurring Cultural Districts New York (NOCD-NY), a citywide alliance of artists, cultural organizations, and community leaders coming together to revitalize New York City from the neighborhood up. And I’m thinking about them now as I write this blog about cultural districts and communities as catalysts of change. How can we make sure that our work does not make people strangers in their own neighborhoods?

In the Arts Education world, Chicago has been in the news a lot lately. To best understand what has gone on the past 2 or so years, we have compiled a concise list of events, news stories and reports to tell the tale for all of us non-Chicagoans.

1. Chicago’s Cultural Plan

In February 2012, a celebration was held to mark the release of the City of Chicago’s Cultural Plan. Developed in conjunction with advocates, the Chicago Department of Cultural Affairs and Special Events (DCASE) along with Mayor Rahm Emanuel, the plan called for specific attention on Arts Education within Chicago Public Schools (CPS). After one year in effect, the several studies have been completed, data has been compiled and analysis is beginning.

If you have a generally pessimistic view of how our federal government works, and have been distressed about lack of productivity by Congress in recent years, read this quote from Senate education committee chairman Lamar Alexander (R-TN) and then you can stop reading this blog post.

"I know that there will have to be 60 votes to move out of the Senate, 60 votes to go to conference, and 60 votes to pass a bill in the end. That takes working with all senators here, including those on the other side. I also know ... that if we want it to be a law, it takes a presidential signature and that president today is President Obama."

With a U.S. Senate of 56 Republicans and 46 Democrats and Independents, a GOP House and a Democratic Administration, it’s hard to see how federal education reform legislation can be successfully passed with this divided government.

However, if you enjoy a good policy debate, then welcome to a new round of Reauthorizing the Elementary & Secondary Education Act (ESEA)!

I can now affirmatively say that I have been at Americans for the Arts for over a year! Woohoo! …And what a year it has been.

Each month the Arts Education Advisory Council of Americans for the Arts has a monthly call. In December, we sat on the call reflecting on the previous year and what we had all accomplished personally, collectively, and throughout the field. In my role as the Arts Education Program Coordinator, I am privileged to see a lot of things that happen on a national scale across the country, and the council often provides insight into the impacts of these trends or brings my attention to something that is up-and-coming before it has actually made a splash.