Official Site of The State of New Jersey
Sustaining Investments in Supporting Arts Education and Arts Integration
Research shows that a well-rounded arts education helps engage students in their academic learning. Students in arts-rich schools have better attendance rates, do better on standardized achievement tests, and are more likely to graduate and enroll in postsecondary education. In particular, students who are Multilingual Learners, who have special needs, or who are from low socio-economic backgrounds do better in arts-rich schools than in schools without robust arts programs. Schools with comprehensive arts education programs can provide an inclusive and engaging learning environment and opportunities for students of all abilities and backgrounds to excel in social-emotional competencies, critical thinking, creative problem solving, and collaboration skills.
The following charts provide an overview of federal funding sources Local Educational Agencies (LEAs) can use to supplement and expand arts education opportunities for their students and school community. This information can also assist districts in meeting the requirements of New Jersey’s regulations (N.J.A.C. 6A:8). These regulations identify visual and performing arts as one of the nine academic areas that are to be provided and assessed by New Jersey public schools. It further states that the New Jersey Student Learning Standards for Visual and Performing Arts (NJSLS-VPA) apply to all students in grades K-12.
Key for tables: Y = Yes, likely to be an allowable use of these funds; N = No, unlikely to be an allowable use of these funds
Activities that may be funded
1. Expand district arts programs in dance, media arts, music, theatre, and visual arts.
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- Conduct a student survey to identify arts disciplines to add or expand.
- Provide professional development to existing arts teachers to broaden the subjects/classes they might teach.
- Expand learning opportunities for students by adding AP/IB classes in the arts as well as exploring virtual classes.
- Purchase materials, equipment, and supplies to support or grow current arts programs.
- Partner with outside arts organizations to provide direct instruction to students and/or support for teachers to broaden the district’s arts offerings.
- Build dual enrollment or career-focused arts education programs with local community colleges and other institutes of higher education (IHEs).
| ESEA Title I-A | ESEA Title II | ESEA Title III-A | ESEA Title IV-A | McKinney-Vento | IDEA |
|---|---|---|---|---|---|
| Y | Y | Y | Y | Y | Y |
2. Improve arts instruction and assessment practices.
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- Offer supports for arts teachers to better understand and implement the NJSLS-VPA.
- Help all teachers, including those teaching core subjects, incorporate assessments such as portfolios or performance-based assessments that have traditionally been used in arts disciplines.
- Include questions about arts participation and engagement in school climate surveys.
- Improve tracking of student engagement in arts classes for grades 6-12 (as required by the NJDOE).
| ESEA Title I-A | ESEA Title II | ESEA Title III-A | ESEA Title IV-A | McKinney-Vento | IDEA |
|---|---|---|---|---|---|
| Y | Y | Y | N | Y | N |
3. Provide expanded opportunities for students to engage in the arts outside of the school day.
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- Offer arts opportunities in before- or after-school programs.
- Integrate arts classes into summer programs for students.
- Offer field trips to concerts, plays, art museums, and dance performances for students to engage in the arts, including on weekends, in the summer, or during school vacations.
| ESEA Title I-A | ESEA Title II | ESEA Title III-A | ESEA Title IV-A | McKinney-Vento | IDEA |
|---|---|---|---|---|---|
| Y | N | N | Y | Y | N |
4. Promote the development of arts-integrated curriculum, instruction, and assessment.
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- Provide time for arts teachers and teachers of academic subjects to collaborate to identify opportunities for arts integration.
- Offer professional development to teachers to better understand ways to integrate arts competencies and various arts media into their classrooms.
- Encourage arts teachers to help other teachers use performance-based and portfolio assessments to evaluate student performance.
- Convene a school- or district-wide committee to plan for increased arts integration across grade levels and subject areas.
| ESEA Title I-A | ESEA Title II | ESEA Title III-A | ESEA Title IV-A | McKinney-Vento | IDEA |
|---|---|---|---|---|---|
| Y | Y | Y | Y | Y | Y |
5. Support engagement in the arts by special populations of students, such as students with disabilities, Multilingual Learners, migrant students, or students experiencing homelessness.
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- Carefully examine school- and district-wide data to identify students who are underrepresented in arts coursework, achievement, and/or extracurricular arts activities.
- Work with staff to develop outreach efforts to broaden student participation and achievement in arts programs.
- Consider the needs of certain student groups and create arts programs/opportunities for identified student groups. Integrate culturally relevant content into arts programs. Work with special education teachers to integrate arts education into special education classrooms.
- Explore ways to use the arts to engage students who may be underperforming in other content areas. Often success in the arts can help students engage more deeply in subjects like ELA or math.
| ESEA Title I-A | ESEA Title II | ESEA Title III-A | ESEA Title IV-A | McKinney-Vento | IDEA |
|---|---|---|---|---|---|
| Y | Y | Y | Y | Y | Y |
6. Engage the broader school community in arts education. Often there is an array of community-based arts resources that can support, expand, and even strengthen what schools currently offer.
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- Bring guest speakers or performers into the schools.
- Explore engaging community artists-in-residence.
- Partner with outside nonprofit and community arts organizations to provide professional development for teachers.
| ESEA Title I-A | ESEA Title II | ESEA Title III-A | ESEA Title IV-A | McKinney-Vento | IDEA |
|---|---|---|---|---|---|
| Y | N | N | N | Y | Y |
7. Involve families in arts education.
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- Engage family members in sharing student artwork. Traditionally this involves opening school doors for theatre or musical performances, or student art shows; thinking creatively for family members who may not be able to attend in person; considering virtual displays or live streaming of performances.
- Share information with families about opportunities to explore the arts in the broader community.
- Include students’ cultural heritages in arts education; honor and celebrate the artistic traditions of the school community.
- Work with parent groups, like PTAs/PTOs/SEPAGs, to build programs to engage family members in arts education.
| ESEA Title I-A | ESEA Title II | ESEA Title III-A | ESEA Title IV-A | McKinney-Vento | IDEA |
|---|---|---|---|---|---|
| Y | N | Y | Y | Y | N |
8. Use the arts to help strengthen students’ social-emotional well-being:
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- When developing school- and district-wide plans focusing on improving social-emotional learning (SEL), ensure that the arts are a significant component. The natural effects of SEL through the arts can be maximized for all students when SEL competencies are intentionally embedded in authentic arts learning.
- Provide professional development to faculty on incorporating SEL competencies into standards-based arts instruction.
- Include arts disciplines in understanding and utilizing trauma-informed practices. Many students can express their emotions more effectively through the arts.
| ESEA Title I-A | ESEA Title II | ESEA Title III-A | ESEA Title IV-A | McKinney-Vento | IDEA |
|---|---|---|---|---|---|
| Y | Y | Y | Y | Y | Y |
9. Fund facilities improvements to improve students’ arts experience. For example: build high-quality dance floors, improve air filtration systems, add acoustic tiles to music rooms, increase student accessibility to performance spaces, etc.
| ESEA Title I-A | ESEA Title II | ESEA Title III-A | ESEA Title IV-A | McKinney-Vento | IDEA |
|---|---|---|---|---|---|
| Y | N | N | N | Y | Y |
10. Integrate the arts into science, technology, engineering, and math content (STEAM). Research shows that students who receive STEAM instruction show gains in performance in other subjects.
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- Build time for collaboration between departments to develop lessons in STEAM education.
- Provide professional development for teachers on including arts in STEM programs.
- Provide resources and training for arts teachers to incorporate technology into arts education.
- Explore adding electives, clubs, or after-school activities that encourage student exploration in STEAM subjects.
| ESEA Title I-A | ESEA Title II | ESEA Title III-A | ESEA Title IV-A | McKinney-Vento | IDEA |
|---|---|---|---|---|---|
| Y | Y | Y | Y | Y | Y |
Disclaimer
Although this resource discusses Federal laws and regulations, it is intended solely to provide general information and does not constitute legal advice. This guidance provides a general overview of allowable activities, but whether or not a particular cost can be supported with Federal funds depends on the underlying facts and circumstances and State and Federal rules (e.g. New Jersey Treasury Office of Management and Budget (OMB) and Uniform Grant Guidelines, respectively). Therefore, an activity listed in this resource may not be allowable in all circumstances, and conversely, an activity not listed in this resource may be allowable. This guide was created to demonstrate how programs, strategies, or initiatives may be supported with Federal funds. Please note a school or local education agency is under no obligation to use its Federal funds for those programs or activities highlighted in this guide.