The Arts in Education
Making Room
for the Arts
By Richard Kessler
Is the state law that created mayoral control of New York City public schools is set to expire in June, state policymakers, parents, and everyone in between is discussing what governance structure is most appropriate for New York City’s education system and its over one million students. What sometimes gets lost in the discussion over school governance is the need for smart educational policies that put children and a well-rounded education at the forefront of educational decision-making. The topic best to engage and interest students and motivate them to excel in schools, unfortunately, has been relegated to the public policy back burner.
What’s more, with discharges of ninth-grade students on the rise, growing concern about high school diplomas awarded through credit recovery, and a stubborn achievement gap as revealed by the most recent results of the NAEP test, there may be no better time to reevaluate and recommit ourselves to providing a well-rounded, engaging education to all of our public school students.
Two years ago, in an effort to empower principals, dedicated funding for arts education was essentially eliminated. Principals were granted the opportunity to spend their arts budgets on any number of other unrelated items. As a result we’ve seen schools spending a smaller percentage of their budgets on arts education, a 63 percent decline in spending on arts supplies and equipment over the previous year, and half a million less being spent on cultural partnerships. Now, close to 30 percent of schools are without a certified arts teacher on staff—up from 20 percent the previous year. Playgrounds and arts spaces have been lost in overcrowded schools, some of which now house not only one, but sometimes up to three schools, many of them charters. Alarmingly, all of these indicators predate the current economic crisis. However, these in-school educational realities are lost in the shuffle.
Regardless of where power over the school system ultimately rests, it is time the NYCDOE takes a hard look not only at what is being tested in the schools, but what it will really take for our public school students to receive the well-rounded education they deserve. For starters, holding principals accountable for spending money targeted for arts education on arts education should be a priority for any school leader or body. The arts, foreign language, and physical education keep kids interested and engaged in school and can help boost dismal graduation rates.
To improve public education, close the achievement gap, and lift graduation rates, the NYCDOE should move forward with restoring a budgetary commitment to the arts in schools and other elements of a well-rounded education. #
Richard Kessler is the Executive Director of the Center for Arts Education.
