What You Need to Know About An Arts Indicator for Illinois Schools
Think an arts indicator is a great idea? Send one of the crafted messages from Arts Alliance: http://bit.ly/2U4uHEH
Or share other thoughts by e-mailing ISBE directly at: ESSA@isbe.net
Need some more info first? We had a conversation with Jonathan VanderBrug who co-chaired the work group that came up with the Fine Arts Indicator to get more deets and answer some questions. Here’s what we got:
The backstory…
Back in 2015, the federal government passed the Every Student Succeeds Act (ESSA), replacing No Child Left Behind. Under ESSA, Illinois gives every school a score, based on success indicators, to show how well the school is doing. These indicators are typically your usual suspects: the math, the science, etc. But, Illinois is one of two states (shout out to Connecticut!) that also counts the arts as a distinct indicator of school quality. And the only state applying it to elementary and high schools.
Currently, the arts indicator doesn’t count for any points, but some folks got together and were like, “Why not?!” So, a statewide group was formed, led by Arts Alliance Illinois and Ingenuity, to figure out just how this Fine Arts Indicator could work.
The breakdown…
They recommend that 5% of a school’s total score is based on arts education.
Within that 5%, they recommend 3 points to take into consideration when judging the quality of the arts education the students are getting.
1. Participation — Percent of a school’s students enrolled in one or more arts courses.
2. Quality — Percent of arts-enrolled students receiving instruction from a qualified teacher.
3. Student Voice — A survey that captures students’ perceptions of their arts education.
The measure phases in during School Years 20/21–22/23, giving schools time to prepare.
Now it’s time for a public comment period.
Public comment periods happen all the time (and generally with not too much fanfare unfortunately). They’re an opportunity for governing bodies/state agencies to hear how the public feels about an issue before making a decision. Right now, the arts indicator recommendation is before the Illinois State Board of Education (ISBE) for consideration. But before ISBE issues their opinion, they want to hear from us!
When ISBE was developing Illinois’ ESSA State Plan in 2017, later drafts did not include an arts indicator, but a wave of overwhelmingly supportive public comments helped persuade ISBE to include the indicator in the final draft. The comments received this time around will be equally important in shaping the staff and State Board’s view of the recommendation. Submit your comments by the February 6th deadline!
But how is this equitable for underfunded schools?
Underfunded schools have until 2022 before the arts indicator applies to them. And until then, they won’t be penalized for not having arts education. They’ll be graded with and without the arts indicator and get whatever score is higher. But 2022 is right around the corner. And some of these schools are grappling with historic underfunding! How can we expect them to respond to this new indicator?
From Jonathan:
If the work group’s recommended measure is approved, the arts indicator would be the only indicator that takes school resources into account. Being fair to all schools, regardless of their resources, was important to the work group. But we still have to ask: Why are the arts seen as more burdensome on schools than other subjects — such as math and science — that apply to all underfunded schools now and are given points? Illinois should affirm and move the arts — which could especially benefit students in lower-resourced schools — to its proper and desperately needed place within the system we have, not force the arts bear the burden of an entire broken system, while other subjects do not.
There’s what I believe to be a fundamental (but certainly understandable) fallacy: that if a school is not getting adequate funding, then it’s OK to cut the arts first. If you view the arts as an investment as valuable as other subjects, then you must argue that the entire accountability system, every indicator, should be adjusted for resources. That’s an argument that can be made, but it’s not the accountability system we have to work within right now.
Bottom line is… Underfunded schools need more funding. And this goes beyond the arts indicator. While our elected officials continue to work towards equitable funding for schools (and we continue to hold them accountable), where could additional dollars come from in the next 4 years to help these schools develop and implement arts education programs?
From Jonathan:
1) THE STATE
We often refer to it as a “system of accountability” but that is shorthand. It’s important to recognize that it’s a “system of accountability and support.” The support is absolutely critical. Schools that score low in the system are eligible for grants and financial support, some of which the school could explore for use in arts learning.
Also, under the new funding formula, underfunded schools are eligible for added dollars. Yes, the new formula isn’t perfect and, yes, it depends on big state budget increases — but, still, underfunded districts across the state are receiving funding increases (even if not enough). Some of those districts are putting those funds toward a proven difference-maker in closing the achievement gap: the arts.
2) THE FEDERAL GOVERNMENT
ESSA isn’t just about new holistic indicators, it also comes with money. If a program is proven to increase school quality — it can qualify for federal dollars to support its implementation across the state. A new report by the Wallace Foundation, for example, “identified 88 studies that make dozens of arts education activities eligible for funding under ESSA” (see below for the link to an article on the report).
3) ILLINOIS ARTS COUNCIL
And there are other sources too. Arts Alliance Illinois and its partners have advocated diligently for increased funding for the Illinois Arts Council Agency’s Arts & Foreign Language (AFL) grant program, which provides underfunded districts with sizable 1-year planning and 3-year implementation grants to bring / expand the arts in their schools. AFL is a relatively small program overall and definitely cannot address the full statewide arts need, but we won it a 65% funding increase last year (from $500k to $825k) and will continue to push for more.
Where does it go from here?
If the State Board approves the Work Group’s recommendation, implementation will begin right away, but the indicator will not apply to any school until School Year 20/21. With the exception of the student survey, which will not receive points until it’s developed and approved.
If the State Board votes “no” on the recommendation, then consideration of the arts in Illinois’ ESSA State Plan could go back to square one. It is also possible for the State Board to approve only parts of the recommendation or to change it. For this reason, it is important that ISBE staff and the State Board hear from you during the public comment period.
And finally, if you’re curious, here’s all the folks that were in that work group:
Jonathan VanderBrug, Arts Alliance Illinois — Work Group Co-Chair * ̈
Karla Rivera, Ingenuity — Work Group Co-Chair * ̈
Julia deBettencourt, Chicago Public Schools, Department of Arts Education ̈
Sara Boucek, Illinois Association of School Administrators
Kassie Davis, CME Group Foundation
Jonathan Furr, Education Systems Center, Northern Illinois University
Al Goldfarb, Western Illinois University
Michael Hernandez, Franczek Radelet
Kurt Hilgendorf, Chicago Teachers Union
Paul Kassel, Northern Illinois University
Jeffrey Waraksa, Chicago Public Schools, Department of Arts Education
Josh Kaufmann, Teach Plus Illinois
Galatea Kontos, Teaching Artist, Northeastern Illinois University
Jessica Kwasney, Teacher, Eugene Field Elementary School, CCSD 64
Aaron Mercier, Illinois Association of Regional Superintendents of Schools
Darcy Nendza, Illinois Music Education Association
Hannah Oakley, Office of the Governor
Keira Quintero, Teacher, Oliver Wendell Holmes Elementary School, Oak Park, District 97
Monique Redeaux-Smith, Illinois Federation of Teachers
Jesus Sanchez, Art Teacher, Chicago Public Schools
Steven Shewfelt, Ingenuity — Data and Research Team Chair * ̈
Michael Skura, Illinois Art Education Association * ̈
Harvey Smith, Illinois Report Card, Northern Illinois University*
Robin Steans, Steans Family Foundation
Paige Williams, Advance Illinois
Diana Zaleski, Illinois Education Association *
Paul Zavitkovsky, Center for Urban Education Leadership, University of Illinois at Chicago *
* Data and Research Team Member
̈ Writing Team
