Академический Документы
Профессиональный Документы
Культура Документы
Dylan To
Austin Carter
Writing 39C
6 March, 2018
Advocacy Project: The Fight for the Arts, we need more funding in the Budget for them
Historical background
“Arts education, long dismissed as a frill, is disappearing form the lives of many
students—particularly poor urban students.” Susan Chiara, a senior editor at the New York
Times, says in her 1993 article, A Schools Trim Budgets, The Arts Lose their Place. Chiara notes
that despite “Every year, school budgets are altered and inevitably cut. The American has
focused the budget towards subjects such as Math and language arts, subjects that are tested on.
The budget portions out to sports, such as football. These focal points where the funding is
allocated to are simply places where schools get a large return on investment—where the money
comes back in. As a result, the art programs in schools are set on the side and are often the first
to be cut, fading from existence. Come 2018. President Donald Trump is slated to further cut the
National Endowment of the Arts, a voluntary governmental body that supplies funding for the
progressive movement of the arts. (NPR) With these large cuts the lifeline of the arts remaining
The arts are an incredibly viable solution to broader academic issues such as dropout
rates, student motivation, as well as notably important, academic success. As described Lois
Hetland’s Studio Thinking 2, our schools are “under resourced,” a dropout rate averaging
To 2
between 35% between Hispanics and African American students. The shift of focus toward
testing because of the 2001 No Child Left Behind Act enacted by President George Bush, has
created a trend in which testing has become the primary focus of schools, filling in a lot of the
curriculum and budget. The arts have been waning away while teachers are pressured into
focusing their teachings on passing tests. Julian Vasquez Heilig references the 2008 McMurrer
survey on over 349 public school districts, since the enactment of the NCLB act, overall
instructional time for math and language arts has increased by 45 and 58% respectively. All
while the arts instructional time has decreased by 16% since the NCLB enactment. (Heilig)
As the trends of the budget continue to follow its history of cutting the arts, Students,
parents, and even teachers alike are looking for the return of the arts and creativity back into the
curriculum. Figure 1 demonstrates the breakdown of how strong the public support for the art
As a result, students are losing the opportunity of the real purpose of education, which is meant
to inspire and educate. The arts epitomize inspiration in education. So why should a student
move on to graduate or go to college if all they are going to be doing is taking tests? Why must
students that don’t excel in sports be left out of having something to spend their energy and
foster skills beyond what is in the tested curriculum? There is overwhelming public support for
arts to remain in schools, yet continually, year by year the programs are disappearing. The arts
supply so much benefit from improved achievement to overall education motivation and should
not be cut as much as it has. Budget cuts of the arts, film, and music programs are a continuation
So, what is the solution? I propose, the solution of simply, move to expand the Elementary
and Secondary Education Act, that was reopened and passed back in December 2015 (Arts for
America) that listed the arts be a core subject in the well-rounded education we are trying to
provide our children. How to specifically do we do this? The answer is simple, I merely propose
that the mandate to provide at least an equal and adequate portion of the annual education budget
aside to fund art programs in schools as represented by the Elementary and Secondary Education
act, will improve the situation of the exponential reduction of the arts budgets in school, that
The solution, cypins a small portion of each other budget that have excess funding, that
isn’t always used, to provide a quality adequate number of classes for students to take for the arts,
essentially evening out the allocation for the budgets. In turn the, academic improvement due to
the arts, with provide a high return to the schools through testing in other subjects.
To 4
For the first year, the policy will take no additional budget, or at least requires some from
other sources, such as the NEA and America for the Arts, which are happily willing to provide, to
address the increase funding. And minimal excess chaining from other subjects to boost the arts,
offering different inviting artistic classes for students to take. This doesn’t need to be every year,
as supplies last, enough fore basic material reloading and for teacher salary. The improvement to
we set an adequate minimum portion of the budget for each of the California school
districts to invest into the arts and surrounding classes of each. As such as film and media,
photography, dance, and music. As we have discussed earlier the arts are immensely beneficial
to the students. The Math and ELA Department are large absorbers of the budget, and no
Our country’s exponential ramp of focus on testing as severely prioritized the subjects
that are being tested on, while the arts have been put on the sidelines. Each of the state’s school Commented [DT4]: Add to how cost beneficial it is, add
examples of how its beneficial
district receives (insert money amount that the state of California school districts receives) As the
State government provides schools 45.3% of the funding, the CA board of education holds a
large say in how the budget at each school should be allocated. As of 2017 the arts programs in
California receive (insert money) and about (percent) goes into the arts at each school. The
proposed policy is would mandate at least the amount of money it takes to fund one of each of
the major arts programs along side the other core subjects. Every year there is a cut out of more
and more classes, as it doesn’t have the funds to supply a quality arts education nor spend on the
Far too little of the budget goes into the arts regardless of the mandate of a performing art
as a graduation requirement. Sports and other core subject, do have all their merit, however, the
To 5
studies do show the benefits and improvement in those, if students have exposure to the arts,
Advocacy
The time for change in policy is now. The passing of Every Student Succeeds Act
(ESSA) was a significant move by the Senate, as they had not considered K-12 public education
legislation on the Senate floor since 2001. Under this federal law, the arts are included as part of
a “well-rounded education” requiring that the arts have equal billing with reading, math, science,
and other disciplines in K-12 public education. This designation is an acknowledgement of the
relevance of the arts in a complete education and means that the arts may be an eligible
expenditure of funds for federal education programs (Davidson, B., Kahn, G., & Fitzsimons, I.,
2015, p. 2). And yet the arts are being forgotten and do not receive as much funding as the other
subjects.
Educators are indeed “hopping aboard the standards movement,” Scholar Elliot W Eisner
professor of education at Stanford University, in her journal article “Arts Education Policy” She
notes that it is understandable why they are as “to be left out is to be disregarded, and to be
disregarded is no asset when it comes to support one’s program.” (Eisner 1) All the funding
To 6
improve from having artistic and creative outlets. Figure 2 NEA Grant distribution
To 7
Figure 3 The dropout rates (change to more accurately represent the arts situation.
Katy School District’ Bob Bryant states in his testimony for the importance of arts in schools,
“The fine arts also provide learners with non-academic benefits such as promoting self-esteem,
well as social harmony and appreciation of diversity.” (Bryant) And while sports and clubs do
help achieve this, not all students have the opportunity to participate outside of school. Raising
the budget allocation to the school art programs, will incentivize them to take the classes and
become over all better students. The remaining art programs we have now are so vague and don’t
peak interest.
Expanding the amount of diversity in the arts only come with a budget. Quality arts educators
and programs in our California schools will improve our testing score over all, as well as student
Opposition
Of course, there are qualities of this policy that may seem detrimental, as well as the turbulent
economic times that have remained for several years, make this seem like a debatable use of
funds. Tyleah Hawkins in a Washington Post article discusses some of the budget cuts in the arts
as a trend over the las few decades, noting that the general reason for budget cuts is out of overall
funding reductions. (Hawkins) While economically having s school district follow this, and that
it is important to invest funding into ventures that bring money back into the schools such as
sports and standardized testing. Yes, the arts can be expensive and sports in a way fill the same
academic relief and prevent dropout rates. But the value to the student and what it can do for
them is priceless. The benefits it brings will return to schools through improvement through
academics that will show on test scores, as well as improved attendance in high school will
The allotment for a minimum quality budget for schools to spend on the arts is absolutely
crucial. According to Hawkins, lower income schools have gotten to a point where they had to
cut arts programs all together to balance out their budget. The cuts have denied several schools
of arts education as they did not have all the necessary funds to keep them. ” (Hawkins)
According to a study titled “The Role of the Fine and Performing Arts in High School Dropout
Prevention,” by the Center for Music Research at Florida State University, “Students at risk of
not successfully completing their high school educations cite their participation in the arts as
reasons for staying in school. Factors related to the arts that positively affected the motivation of
criticism and one where it is safe to take risks.” (Hawkins) If it has not been said enough,
To 9
education should be about the students, providing them with a full set of skills and learning to
contribute to the world. The arts are incredibly valuable to them, so just think, is it worth it to
this plan, I know that the 2017-2018 Budget plan has been
funding. Please for the 2018- 2019 Budget Act enact this
right. The arts have been suffering for years, and now is
“Arts Education Policy and Funding.” Americans for the Arts, 29 Mar. 2017,
www.americansforthearts.org/by-program/reports-and-data/legislation-policy/legislative-issue-
center/arts-education-policy-and-funding.
The American for the Arts group is one of the largest advocacy groups for arts education,
raising awareness and updating multiple ways one can be involved. They supply governmental as
well as scholarly information on the benefits of the arts, and the push to reimplement them in to
schools. It provided valuable data on the budgets and policies in the work for these programs.
“Arts and Afterschool: A Powerful Combination.” Afterschool Alert, no. 21, Aug. 2005.
http://www.afterschoolalliance.org/issue_briefs/issue_arts_21.pdf
This journal article discusses the benefits of both afterschool programs as well as the arts,
and discuss the implementation of both. The article contains valuable information and statistics
Crotty, James Marshall. “Motivation Matters: 40% Of High School Students Chronically
www.forbes.com/sites/jamesmarshallcrotty/2013/03/13/motivation-matters-40-of-high-
school-students-chronically-disengaged-from-school/#6baa86f36594.
“The Top 10 Ways to Support Arts Education.” ARTS Blog, 29 June 2015,
blog.americansforthearts.org/2011/08/26/the-top-10-ways-to-support-arts-education.
To 11
Ravitch, Diane. The Death and Life of the Great American School System. 2010. Basic Books,
2016.
//www.washingtontimes.com/news/2016/mar/14/arts-programs-in-schools-often-in-
The American for the Arts group is one of the largest advocacy groups for arts education, raising
awareness and updating multiple ways one can be involved. This blog informs on how people
can be further involved through politics and how they can help.
https://www.americansforthearts.org/by-topic/funding-resources
Eisner, Elliot W. “Arts Education Policy?” Arts Education Policy Review, vol. 101, no. 3, Jan.
much-money-does-our-school-district-receive-from-federal-state-and-local-sources/
egarton, Posted by. “Arts in Education Infographic Poster.” Emily Garton Designs, 12 June
2013, emilygarton.wordpress.com/2013/06/12/arts-in-education-infographic-poster/.
“Federal Education Funding: Where Does the Money Go?” US News & World Report,
https://www.usnews.com/news/blogs/data-mine/2016/01/14/federal-education-funding-
Hawkins, Tyleah. “Less Art and Music Doesn't Mean Better Test Scores.” The Washington Post,
art-and-music-in-the-classroom-really-help-students-soar-
academically/2012/12/28/e18a2da0-4e02-11e2-839d-
d54cc6e49b63_blog.html?utm_term=.e531caafb722.
https://www.cde.ca.gov/nr/el/le/yr17ltr0717.asp
https://books.google.com/books?id=3-
E2018bTKQC&printsec=frontcover#v=onepage&q&f=false
https://www.nytimes.com/1993/02/03/us/as-schools-trim-budgets-the-arts-lose-their-
place.html?pagewanted=all
https://www.huffingtonpost.com/entry/us-students-struggling-arts-and-donald-
trump_us_58ff678be4b0c46f0782711b
Heilig, Julian Vasquez, et al. “From Dewey to No Child Left Behind: The Evolution and
Devolution of Public Arts Education.” Arts Education Policy Review, vol. 111, no. 4,
July 2010, pp. 136–45, doi:10.1080/10632913.2010.490776.