The number of art teachers in New York City classrooms reached a 12-year high last academic year as schools devoted a larger share of their budgets to arts education, officials said Monday.
Last school year, city schools employed 2,770 full-time art teachers, 89 more than the previous year. Schools collectively spent $416 million on arts last year, a $17 million increase from the year before.
“The arts are not a frill, they’re not an add-on,” schools Chancellor Carmen Fariña said Monday at Manhattan’s P.S. 51, where she visited a music class before releasing the education department’s annual Arts in Schools Report. “The reality is we need more arts not less arts.”
Fariña emphasized art education early in her tenure, responding in part to a 2014 comptroller report that found roughly 20 percent of city schools didn’t have even a part-time art teacher, leaving many schools out of compliance with state law.
Her emphasis on the arts has been part of a broader push — at least rhetorically — to get schools to invest more energy in developing well-rounded students, not just preparing students to pass the state’s annual math and English tests.
To that end, Mayor Bill de Blasio has allocated $23 million per year to arts education, which can be used to hire teachers and renovate art classrooms. The city has also expanded the number of schools — from 144 in 2014 to 343 last year — that receive grants for arts programs targeted to English learners and students with disabilities.
Asked how she measures the success of increased arts investment, Fariña said the offerings can help boost student attendance and parent involvement.
“Parents are much more likely to come to school to see a performance or a kid’s art show,” she said. “There’s a lot of family engagement that’s tied into the arts.”
Indiana’s federally required education plan wins approval
- 13 hours ago
PHOTO: Courtesy of the Indiana Department of Education
State Superintendent Jennifer McCormick greets elementary school students in Decatur Township.
“Today is a great day for Indiana,” state Superintendent Jennifer McCormick said in a statement. “Our ESSA plan reflects the input and perspective of many stakeholders in communities across our state. From the beginning, we set out to build a plan that responded to the needs of Hoosier students. From our clear accountability system to our innovative, locally-driven approach to school improvement, our ESSA plan was designed to support student success.”
The federal government highlighted two aspects of Indiana’s plan. One is a pledge to close achievement gaps separating certain groups of students, such as racial and ethnic groups, from their peers by 50 percent by 2023.
Another is a staple of other states’ plans, as well: adding new ways for measuring how ready students are for attending college or starting their careers. Indiana education officials and lawmakers have made this a priority over the past several years, culminating in a new set of graduation requirements the Indiana State Board of Education approved late last year.
Under Indiana’s plan, high schoolers’ readiness will be measured not just by tests but also by performance in advanced courses and earning dual credits or industry certifications. Elementary school students will be measured in part by student attendance and growth in student attendance over time. Test scores and test score improvement still play a major role in how all schools are rated using state A-F letter grades.
In all, 35 states’ ESSA plans have won federal approval.
Academic progress of English-language learners, measured by the WIDA test.
At least one aspect of school quality. For now, that will be chronic absenteeism, but the state hopes to pursue student and teacher surveys.
The last two are new to Indiana, but represent ESSA’s goal of being more inclusive and, in the case of chronic absenteeism, attempting to value other measures that aren’t test scores.
Because the Indiana State Board of Education passed its own draft A-F rules earlier this month — rules that deviate from the state ESSA plan — it’s possible Hoosier schools could get two sets of letter grades going forward, muddying the initial intent of the simple A-F grade concept parents and community members are familiar with.
The state board’s A-F changes include other measures, such as a “well-rounded” measure for elementary schools that is calculated based on science and social studies tests and an “on-track” measure for high schools that is calculated based on credits and freshman-year grades. Neither component is part of the state’s federal plan. The state board plan also gets rid of the test score improvement measure for high-schoolers.
While that A-F proposal is preliminary, if approved it would go into effect for schools in 2018-19.
The state can still make changes to its ESSA plan, and the state board’s A-F draft is also expected to see revisions after public comment. But the fact that they conflict now could create difficulties moving forward, and it has led to tension during state board meetings. Already, the state expected schools would see two years of A-F grades in 2018. If both plans move forward as is, that could continue beyond next year.
Aurora school district officials on Tuesday will recommend turning over management of some operations at one of their elementary schools to an outside management company.
The school, Lyn Knoll Elementary, is located in northwest Aurora near 2nd Avenue and Peoria Street and serves a high number of students from low-income families, with 4 percent of students identified as homeless. The school was one of three Aurora schools that earned the lowest rating from the state in 2017.
That rating automatically flags the school under a district process for school interventions. The process directs district officials to consider a number of possible improvement plans, including closure or turning the school over to a charter school.
Lyn Knoll has had good rankings in recent years before slipping dramatically in the past year, a change that put it on the turnaround list. The district did not recommend intervening at Paris Elementary, even though that school has been in priority improvement for years and will face state sanctions if it has one more year without improvement.
Annual ratings for Lyn Knoll Elementary
2014: Priority Improvement
Colorado Department of Education
The board will discuss the recommendation on Tuesday and vote on the school’s fate next month. In November, four union-backed board members who have been critical of charter schools won a majority role on the district’s school board. This will be their first major decision since taking a seat on the board.
In September, Superintendent Rico Munn had told the school board that among January’s school improvement recommendations, the one for Paris would be “the most high-profile.” A month later the district put out a request for information, seeking ideas to improve Aurora schools.
But in a board presentation released Friday, district officials didn’t give much attention to Paris. Instead, they will let Paris continue its rollout of an innovation plan approved two years ago. Officials have said they are hopeful the school will show improvements.
The recommendation for Lyn Knoll represents more drastic change, and it’s the only one that would require a board vote.
The district recommendation calls for replacing the current principal, drafting a contract for an outside company to help staff with training and instruction, and creating a plan to help recruit more students to the school.
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Documents show district officials considered closing Lyn Knoll because it already has low and decreasing enrollment with just 238 current students. Those same documents note that while officials are concerned about the school’s trends, it has not had a long history of low ratings to warrant a closure.
In considering a charter school conversion, documents state that there is already a saturation of charter schools in that part of the city, and the community is interested in “the existence of a neighborhood school.” Two charter networks, however, did indicate interest in managing the school, the documents state.
The district recommendation would also include stripping the school’s current status as a pilot school.
Because Lyn Knoll is a pilot school, a committee that oversees that program also reviewed the school and made its own recommendation, which is different from the district’s.
In their report, committee members explained that while they gave the school low marks, they want the school to maintain pilot status for another year as long as it follows guidance on how to improve.
Among the observations in the committee’s report: The school doesn’t have an intervention program in place for students who need extra help in math, families are not engaged, and there has not been enough training for teachers on the new state standards.
The report also highlights the school’s daily physical education for students and noted that the school’s strength was in the school’s governance model that allowed teachers to feel involved in decision making.