5/13/10 National Expectations for Learning in Arts Education A brief look at what has come before and how educational context shapes the work ahead

5/13/10 In the beginning … Goals, standards, and assessment 1988: Governors National Goals for Education (excluded the arts) 1993: The arts were added to Goals 2000 legislation

5/13/10 March 1994: Framework and Specifications for the NAEP Arts Education Assessment (1997) established National Standards for Arts Education presented Goals 2000 adopted into law (ESEA) including the arts Summer 1994: State Collaborative on Assessment and Student Standards (SCASS) Arts Education Consortium, a project of the Council of Chief State School Officers (CCSSO), began its NAEP work

Accountability 2001 No Child Left Behind (ESEA) The arts are included as a core academic subject in No Child Left Behind maintaining Goals 2000 precedence The definition of core subjects is located in Title IX, Part A, Section 9101(1)(D)(11), Definitions. (11) CORE ACADEMIC SUBJECTS- The term ‘core academic subjects’ means English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history, and geography.

Collective Good, Works of Many  Advocacy  Research  Standards-based instruction & assessment  After-school/community-based programs  Organizational development  Grant programs: US ED, NEA, states, & private  Conferences & Forums

Catalyst for Change 2009 American Recovery and Reinvestment Act (ARRA) – State Fiscal Stabilization Fund ($48.6 billion) – Race to the Top ($4.35 billion) 2010 Race to the Top Assessment Competetive Grant ($350 million) Common Core State Standards Initiative English Language Arts and Mathematics (National Governor’s Association & CCSSO)

5/13/10 INTEGRATION OF FOUR ARRA REFORM PRIORITIES Data Systems Struggling Schools EFFECTIVE TEACHERS & LEADERSSTANDARDS & ASSESSMENTS 7

5/13/10 *Includes regular FY 09 appropriations

5/13/10 Before we go to our current context, we need to do a little back mapping Back Mapping

Preparing for Change February 2008, Annapolis: The SCASS Arts Education Consortium met to begin a conversation about a Common Vision for Arts Education. (“Here’s what, so what, now what?”) December 2008, Louisville: CCSSO’s Bob Olson calls the “orphan” SCASS’s together. National Expectations for Learning in Arts Education is an outgrowth of those two days.

National Expectations for Learning in Arts Education: A Systems Approach Student Learning – Standards, curriculum, & assessment Teacher Practice – Teacher preparation & professional development Educational Leadership Policy Development (national, state, local) Community Partnership Data Collection

Preparing for Change April 2009: US ED releases first draft of Race to the Top May 2009: SCASS Arts brings the larger group back together to consider the possibilities in National Expectations for Learning in Arts Education and prioritize next steps (“action or no action.”)

Four Assurances  Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy;  Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction;  Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; and  Turning around our lowest-achieving schools.

Preparing for Change Access, Equity, & Excellence in Arts Education for All Students August 2009, Annapolis: SCASS Arts invites SEADAE and many here to a group meeting. National Expectations for Learning in Arts Education (NELAE) is seen as a project of all states, not just SCASS Arts member states. – Race to the Top is released and is limited to states as applicants; four assurances and grant guidelines are carefully analyzed – Group identifies first leverage point for NELAE as data – Identified access, equity, & excellence for all students as the overarching mission of this project

Data: Accomplishments Partners: SEADAE, professional associations, & Quadrant Arts Education Research Education Information Management Advisory Consortium (EIMAC): Represent and advise SEA chiefs and staff on national data issues, both current and future “In order to link students to teachers, Chiefs should encourage data collections of school courses, teachers, and numbers of students enrolled. Collections should include the core academic subjects as defined by ESEA as well as physical education, health, and career technology education. (ESEA defines core academic subjects as English, reading or language arts, mathematics, science, foreign languages, civics and government, economics, arts, history and geography.)”

Data: Accomplishments National Center on Education Statistics (NCES) Common course descriptions for use by states in their statewide longitudinal data systems SEADAE and Quadrant, working together, have submitted common high school level course descriptions to NCES in dance, music, theatre, and visual art; elementary and middle school to follow.

SEADAE stewards the work October, 2009, Cambridge: SEADAE members agree to accept National Expectations for Learning in Arts Education as an official project of the organization February, 2010, New Orleans: CCSSO brings SEADAE leadership and previous SCASS Arts members together (think snow).

SEADAE stewards the work April 13, 2010, Washington, D.C.: SEADAE meets to consider options regarding National Expectations –SEADAE agrees that next leverage point is a “re-conceptualization of national standards” May 11-12, 2010, Washington, D.C.: CCSSO hosts SEADAE- generated meeting of key stakeholders to weigh in on the same issue.