Tag Archive for: Advocacy

Music IS Education Coalition – Launch & Resources

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Music IS Education Coalition

Music IS Education brings together state and national music education organizations to support effective advocacy at the state and local levels. Sharing trusted resources and new technologies in support of advocacy, the coalition showcases best practices, success stories, links to arts education data, policies, and research, as well as opportunities to connect with fellow advocates across the country. Advocacy is everyone’s responsibility so join the conversation, learn what opportunities are on the horizon, and get prepared for the coming year of advocacy in support of high-quality music and arts education for all students in your district, your state, and across the nation.

The Music IS Education Coalition comprises numerous education and industry partners. California Music Educators Association is an inaugural partner. A complete list of organizations may be found here.

In conjunction with National Arts in Education Week, the Music IS Education Coalition officially launches today and has released MusicIsEducation.org as a state and local-focused advocacy hub designed to help coalitions, education leaders, and community partners protect and expand music and arts education. Built with and for state advocates, the site centralizes research, data, policy briefs, and ready-to-use tools—including the new Karl B AI advocacy assistant—to accelerate campaigns in every state.

State policy is where access to music and arts education is won or lost. MusicIsEducation.org provides coalitions with the practical, state-focused tools they need—plus an AI assistant that can draft letters, summarize policies, and direct advocates to the relevant data in seconds.

What’s Inside MusicIsEducation.org

  • State Coalition Advocacy Toolkits: Editable talking points, one-pagers, board and legislator letters, testimony templates, and media assets aligned to state needs.
  • Policy Briefs: Plain-language explainers with implications for music/arts, threats/opportunities, and actionable next steps.
  • Data Access & Dashboards: Direct pathways to the Arts Education Data Project (AEDP) and other trusted sources to quantify access, participation, equity gaps, and program needs.
  • The “Karl B” Chatbot (AI): A purpose-built assistant to help advocates:
  • Draft policy letters, testimony, press releases, and op-eds tailored to your state.
  • Provide current research and policy information addressing emerging issues.
  • Locate state-level arts education data and convert it into persuasive talking points—fast.
  • Campaign Starter Kits: Step-by-step guidance for launching district and state campaigns, including stakeholder mapping, meeting scripts, and rapid-response checklists.
  • Stories & Case Examples: Field-tested approaches from coalitions and districts that have protected or expanded programs.

For resources, toolkits, and to try the Karl B chatbot, visit www.MusicIsEducation.org.

Save the Date: Music IS Education Webinar — September 29

To mark the launch, MusicIsEducation.org will host a webinar on September 29th at 7 PM Eastern Time, showcasing the site, the Karl B chatbot, and the toolkits, and engaging with attendees in a discussion regarding the year ahead. Registration is available at MusicIsEducation.org

Ed Funds Now Campaign

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CMEA is joining in an important advocacy effort regarding the current withholding of Federal funds for schools by the Office of Management and Budget and the US Department of Education.

On July 17, 2025, a broad coalition of nearly 600 nonpartisan organizations representing educators, families, and learners in every state and the District of Columbia issued a united call to the U.S. Department of Education and the Office of Management and Budget (OMB) to immediately disburse over $6.8 billion in legally obligated federal education funds that remain unjustifiably withheld from states.


The letter, signed by national groups representing parents, teachers, principals, superintendents,
summer and afterschool programs, literacy groups, music and the arts groups, and adult education
organizations, along with hundreds of state and local organizations, underscores the severe disruption caused by the Department’s failure to release critical funding under multiple federal education programs, including:

  • Title II-A: Supporting Effective Instruction
  • Title IV-A: Student Support and Academic Enrichment Grants
  • Title IV-B: 21st Century Community Learning Centers
  • Title III-A: English Language Acquisition
  • Title I-C: Migrant Education
  • Adult Basic and Literacy Education


“These programs serve more than 95,000 K-12 schools and 55 million students, as well as 1.2 million adult learners. The delays are forcing schools to lay off staff, cancel professional development, eliminate afterschool and summer programs, and scramble to prepare for the upcoming school year without the resources they were promised,” the coalition warned.
Despite legal requirements to disburse the funds by July 1, the Department and OMB have offered no clear rationale or timeline. Districts, adult education providers, and community-based organizations report significant harm to operations and planning efforts. “With just weeks before schools reopen, this funding delay is sabotaging student learning, educator preparedness, and essential services—particularly for English learners, rural students, and families with the greatest need,” the letter states.


The coalition expressed deep gratitude to the Members of Congress who have already raised concerns to OMB and the Department, calling for transparency and the immediate release of funds. Their voices have been vital in elevating this crisis and standing up for the educational needs of their constituents. “As advocates for students and families, we urge the Department and OMB to act without further delay. Every day these dollars are withheld is another day of unnecessary harm to our nation’s learners,” the statement concludes.

Additionally, the coalition has created this #EdFundsNow campaign page, which has the action alert, letter, press release, and other resources related to this ongoing issue. Feel free to share this page far and wide as well as it has a link for individuals to take further action and

Here is the final copy of the letter. The coalition will continue to uplift this with the press and Capitol Hill staff but we are encouraging our members to do the same by utilizing NAfME’s advocacy tool to keep up the grassroots pressure on Congress to contact OMB.

Additionally, we have stood up this #EdFundsNow campaign page, which has the action alert, letter, press release, and other resources related to this ongoing issue. Feel free to share this page far and wide as well as it has a link for individuals to take further action and keep up the grassroots pressure on Congress to contact OMB. 

We are incredibly grateful for the ongoing advocacy work that we are doing together.

NAfME Announces Long Requested Guidance on Federal Funds and Arts Education

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Thanks to NAfME’s advocacy efforts, the U.S. Department of Education just released the long-requested guidance on federal funds & arts education this afternoon! The letter lists all five disciplines (dance, media arts, music, theatre, and visual arts) and explains how funds under Titles I, II, III, and IV-A of ESSA; IDEA; 21st Century Community Learning Centers; and Perkins CTE can be used to support arts education.

Please see the update below from NAfME by Amanda Karhuse.

“We are very excited to share some fantastic news from the U.S. Department of Education. They just released the long-requested guidance on federal funds & arts education this afternoon! The letter lists all five disciplines (dance, media arts, music, theatre, and visual arts) and explains how funds under Titles I, II, III, and IV-A of ESSA; IDEA; 21st Century Community Learning Centers; and Perkins CTE can be used to support arts education.

https://www.ed.gov/laws-and-policy/education-policy/letter-chief-state-school-officers-arts-education

Other members of the Arts Education Alliance, Americans for the Arts, the League of American Orchestras, and I were invited to a sneak preview briefing this morning where they shared some details about the “Dear Colleague” letter to state education agencies. They also praised us for our “excellent advocacy” since we have been pushing for this guidance for quite some time (the last time this type of guidance was released in 2013). There have been multiple meetings with Department of Ed staff, and we also worked with Reps. Suzanne Bonamici (OR) and Chellie Pingree (ME) to send a bipartisan letter to the Secretary on our behalf.”

The NAfME Advocacy team has released a press release for the Arts Education Alliance.

Advocacy Update: CTE Elementary Arts Credential (AB 2437)

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Hello CMEA Membership:

Governor Newsom has signed the 2024-25 state budget and related legislation is making its way through appropriation committees and hearings. We are very happy to share that CMEA led the way in lobbying, coordinating opposition/support campaigns, and were ultimately successful in removing the California CTE/Elementary arts supplementary authorization in the Governor’s omnibus education budget trailer bill!

The original language in the Governor’s omnibus education budget trailer bill directed the California Commission on Teacher Credentialing (CCTC) to create a new supplementary authorization for an Arts & Music CTE Elementary credential. While we are highly supportive of what CTE courses provide to our secondary students, especially around career preparation, we had concerns about the appropriateness of this new kind of credential: CTE elementary supplementary authorizations do not exist in any other content area and elementary music education should be foundational not necessarily about career preparation. We believe that existing pathways for credentialing, while underutilized, better address the teacher shortage realities in our state.

This campaign would not have been possible without the support of our partner arts education organizations (CAEA, CETA, and CDEA), CMEA section presidents, our lobbyist Martha Zaragoza Diaz, and you, our membership. In a very quick manner, we worked together to support and elevate our call that all students in music classrooms across California deserve highly qualified, credentialed arts and music teachers from UTK through grade 12.

The teacher credentialing sections of AB 2473 went through many iterations in the past several months. Ultimately, CMEA believed all teachers, not just teachers providing instruction in the visual and performing arts, would benefit from the amendments. As amended, AB2473 would do the following:

  • Allow a single/multiple subject credential holder to add a supplementary authorization in art, theater, music, dance, science, math, history, etc.,
  • Out-of-state single and multiple subject credential holders would be able to receive equivalent supplementary authorizations that recognize their out-of-state credentials. This includes all multiple and single subject areas with the exception of special education,
  • Lastly, as amended, a credential teacher would be able to demonstrate subject matter competency for a supplementary authorization through any of the existing methods available to single subject credential candidates.

Up until this point, the current law only authorized supplementary authorizations through coursework or a major in the subject. This legislation will allow CSET, coursework, and/or transcript review as viable options for supplementary authorizations.

As amended, CMEA believes that AB 2473 clarifies and strengthens existing credentialing requirements specific to supplementary authorizations for single-subject, multiple-subject, and out-of-state credential holders. The teacher shortage will be addressed with these clarifications and students would benefit from instruction by qualified teachers, in all subjects. It is for these reasons CMEA, and our partner arts education organizations (CAEA, CDEA, CETA) fully supported AB 2473 as amended on June 24, 2024.

We would like to thank everyone who reached out with questions and concerns and those who participated in our multiple NAfME, Voter Voice Campaigns. CMEA is also tremendously grateful for the opportunity to work with both Assembly and Senate Budget and Education Committees, and their staff in assisting us in this effort. This legislation still needs to be finalized by both sides of the legislature, but CMEA and our arts education partners are excited at the possibilities created by this bill and now encourage our legislators to vote yes on AB2473 as amended.

CTE Elementary Arts Credential: AB 2437

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The CMEA Executive board has been following the Governor’s Education Omnibus Budget Trailer Bill: AB 2473: Career Technical Education (CTE) Elementary Authorization with a Concentration in the arts. This would require the Commission on Teacher Credentialing to issue a new, CTE Elementary authorization in the arts. You can click here to read the full language of the bill

CMEA, as well as our arts Education Association partners in the Theatre, Art, and Dance, oppose this bill for the primary reason that it undermines subject matter competency, which is essential for arts educators to teach foundational skills and engage elementary school students through sound pedagogical instruction. Without it, teachers may struggle to explain concepts, provide feedback to the developmental needs of our youngest music students, or support second language learners, students with special needs, thus leading to students falling behind and losing foundational arts knowledge.

To be clear, CMEA is not opposed to CTE teachers, who provide valuable career training for our secondary students in grades 7-12. CTE teachers are prepared to provide students at the secondary level with the technical skills and knowledge to experience and succeed in arts, media, and entertainment career sectors. However, Elementary arts instruction is foundational knowledge and skills, and career development is not appropriate at this level. The Elementary CTE proposal undermines subject matter competency by allowing those with industry expertise in the arts to teach elementary grades, particularly for students with special needs and those from socially/economically disadvantaged communities. 

Credentialed arts teachers are highly qualified educators with a college degree and an expertise and training in arts education for students in UTK – Grade 12. Given that the intent of Prop 28 is to provide access to quality arts and music education for all students, we believe this proposal deters from the spirit of the law by lowering teaching standards and instructional outcomes for our elementary school students, our most vulnerable student population, without sufficient coursework and preparation. Lastly, the proposal may result in unintended consequences which could include releasing single-subject credentialed teachers and hiring only CTE teachers.

Every student deserves high-quality arts education by qualified teachers. We are urging CMEA membership to voice their opposition to the proposed CTE elementary authorization, advocating for maintaining rigorous arts education standards and accountability.

New CDPH Guidelines for Music Education

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Please see the updates specific to music education below. The guidance in its entirety is available here.

While this does not everything that CMEA has requested in communications with the California Department of Public Health, this guidance brings us closer to classroom music teaching and learning for students and educators.

School-Based Extracurricular Activities

The requirements and recommendations in this guidance apply to all extracurricular activities that are operated or supervised by schools, and all activities that occur on a school site, whether or not they occur during school hours, including, but not limited to, sports, band, chorus, and clubs. Activities may be performed outdoors without masks. Indoor mask use remains a critical layer in protecting against COVID-19 infection and transmission, including during sports, music, and related activities. Accordingly:

  • Masks are required indoors at all times for teachers, referees, officials, coaches, and other support staff.
  • Masks are required indoors for all spectators and observers. 
  • Masks are required indoors at all times when participants are not actively practicing, conditioning, competing, or performing. Masks are also required indoors while on the sidelines, in team meetings, and within locker rooms and weight rooms. 
  • When actively practicing, conditioning, or competing in indoor sports, masks are required by participants even during heavy exertion, as practicable. If masks are not worn due to heavy exertion, it is strongly recommended that individuals undergo screening testing at least once weekly. An FDA-approved antigen test, PCR test, or pooled PCR test is acceptable for evaluation of an individual’s COVID-19 status.
  • Individuals using instruments indoors that cannot be played with a mask (e.g., wind instruments) may perform if bell coverings are used when playing wind instruments AND a minimum of 3 feet of physical distancing is maintained between participants. Modified masking may be considered in addition to, but not in place of, bell covers. If bell covers are not used, it is strongly recommended that individuals undergo screening testing at least once weekly. An FDA-approved antigen test, PCR test, or pooled PCR test is acceptable for evaluation of an individual’s COVID-19 status.

CMEA Response to Updated Guidance from the California Department of Public Health – September 1, 2021

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CDPH Guidance Continues to Fall Short for Music Education

The California Music Educators Association (CMEA) is once again sorely disappointed in the guidance released on September 1, 2021 (click that link, item #16) by the California Department of Public Health (CDPH). In our efforts to work with the CDPH, we find them lacking in their ability to listen to us as professionals in the field of teaching music education in California. In June 2020, in a virtual face to face meeting, we asked them to separate in-school music teaching and learning from activities that take place after school, such as sports and clubs. We explained that music taught in the classroom to thousands of students daily is not “extracurricular.” When addressed in this manner, and in state guidelines by a state agency, they are reinforcing what we do as music educators and what our students do as music learners is not as important as math or science or other subjects taught in our schools.

The inability for the CPDH to differentiate in-class instruction from after school activity demonstrates a lack of knowledge and understanding of the California education code that states music is a required subject in schools. In addition, California has adopted music standards and a state adopted framework to guide instruction. Their inability to do so disrespects all of the work that music educators must do to provide music instruction in our schools, TK – 12, their efforts to follow the CDPH guidelines, and shows little respect for every student in our band and choir classes, that what they receive as part of their K-12 education in music is just an “extracurricular activity.”

It is difficult for CMEA to respect the agency that continually fails to support what music teachers and students are doing each and every day to have music education in our schools.

Research has shown that wind instruments can be played with appropriate bell covers with students wearing face coverings, and all singing can take place wearing a face covering. CMEA has provided this information since July 2020 based on the peer-reviewed, University of Colorado/University of Maryland Performing Arts Aerosol Study. Personal Protective Equipment (PPE) has been designed specifically for wind players and singers, as well as covers for all wind instruments. The fact that the guidance still does not specifically acknowledge that indoor instruction can take place with these appropriate face coverings and instrument covers falls short once again, and is left to interpretation by health departments, school administrators, and district/school legal councils. We believe the CDPH is more interested in activities such as sports and clubs than what is mandated as inclusive of an education for all students.

Finally, many schools do not have the capacity to maintain six feet of physical distance, and the science has shown that it is not necessary with the correct PPE and coverings for wind instruments and singers. Just as the guidance points out on page 4, item 2: Physical Distancing a. “Recent evidence indicates that in-person instruction can occur safely without minimum physical distancing requirements when other mitigation strategies (e.g., masking) are implemented. This is consistent with CDC K-12 School Guidance.” This is the same guidance when masking the wind player, the wind instrument, and the singer. We see a disparity between sports guidelines—which does NOT have physical distancing requirements, allows for full contact, and does not require  students to be masked—compared with the guidance for music education. CMEA feels there is an inequity in the CDPH’s approach, which highlights a disparity between activities, is a safety hazard, and creates confusion for many.

We once again implore CDPH to clarify its guidance and that California Administrators and Legislators work to help CDPH make these clarifications. We call on Governor Gavin Newsom, State Superintendent of Public Instruction Tony Thurmond, State Board of Education President, Dr. Linda Darling-Hammond, California School Board Association President, Dr. Susan Heredia, Assembly member and Chair of the Assembly Education Committee, Patrick O’Donnell and Senator and Chair of the Senate Education Committee, Connie Leyva on behalf of music education and music students in CA schools to correct the language in the guidance dated September 1, 2021 to allow music students—singers and wind players—to sing and play wind instruments with appropriate coverings and face coverings and place music education where it correctly belongs, as part of the school day instruction for all of our students in California.

To share this document on CMEA letterhead, click here.

Update on CDPH Guidelines

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CMEA met with California Department of Public Health in early June to discuss recommendations for getting music education back into the classroom safely. 

CMEA has since also provided the July 16 updated guidelines from the aerosol study, posted here. Currently, the CDPH language for guidance regarding the music classroom is included in the following places on their website, but they have also posted a statement that updated guidance will be forthcoming.

We are continuing to work on proposed guidance for music education / performing arts post June 15th. In the interim, for consistency in youth settings, please see current CDPH masking guidance and associated FAQ regarding masking indoors for youth settings. When we have updated guidance, we will be sure to let you know. 

What is covered under “youth settings?”
  • “Youth settings” include K-12 schools and child care, and also cover day camps for youth, youth sports and other youth activities, including theater and music performances and band. Updated CDC guidance is forthcoming for youth settings.”
  • “During activities when increased exhalation occurs, such as singing, shouting, band, or sports and exercise. Move these activities outdoors or to large, well-ventilated space, when possible” (https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/operation-strategy.html).

CMEA is actively engaging with CDPH to encourage the release of the updated guidance and are hopeful that it will be posted soon. Please watch our CMEA News feed and the CMEA FaceBook page for updates and please feel free to reach out again if you have further questions.

CMEA Recommendations for State and Federal Funding

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CMEA has seen in the news and heard from education colleagues about the current available funds being allocated towards education. Indeed, there are unprecedented dollars that have arrived, or will soon arrive, to school districts. There are definitely opportunities for many of these funds to be spent on music education, but an allocation towards music will not occur unless we make a case and asks for funding for music education.
The purpose of this post is to detail the different funds that are best suited to music education, and the types of things in music that you could ask to be funded. Depending on the structure of your district and the process for financial planning, some of these funds may already be at your site. Your first point of contact should be your site administrator, who then may refer you to central office staff like an arts administrator (if you have one), curriculum and instruction leader, or finance officer.

CMEA recommends using funds for purposes specific to music education identified below:

  • Summer or extended day opportunities which can also support recruiting efforts for fall music classes
  • Backfilling salaries in case of low-enrollment due to lack of recruiting opportunities during the pandemic
  • Subscriptions to online learning platforms
  • Coaches for “small group instruction”
  • One-time capital expenses such as instruments and mitigation such as instrument and choral masks, bell covers, and wireless microphones
  • Professional learning for educators

State Funds

Please see this template provided by the state for more information. The state has been clear that these funds are not solely intended for remediation – there is great potential for innovation in music education and high engagement learning.  Expenditure Deadline is August 31, 2022

  • In-Person Instruction
    • Salaries
  • Expanded Learning Opportunities: As part of a learning recovery program, funds are to be used for supplemental instruction and support, including:
    • Expanded learning – extending the school year or day, or otherwise generally increasing the amount of instructional time/services provided
    • Learning supports – tutoring or similar small group instruction, learning recovery programs, training on accelerated learning strategies
    • Community learning hubs – includes access to technology and Connectivity

Federal Funds

Elementary and Secondary School Emergency Relief Funds/ESSER (from Coronavirus Aid, Relief, and Economic Security/CARES Act and American Rescue Plan/ARP Act)

ESSER I, March 13, 2020-September 30, 2022

Relevant Uses of Funds

  • Purchasing educational technology
  • Summer school and after school programs,
  • Funds for principals to address local needs
  • Other activities to continue school operations and employment of
    existing staff

ESSER II, March 13, 2020-September 30, 2023

Relevant Use of Funds–same as ESSER I plus:

  • Preparing schools for reopening

ESSER III, March 13, 2020-September 30, 2023Relevant Use of Funds–same as ESSER I & II plus this statement:

An LEA must reserve at least 20% of its total ESSER III allocation to address learning loss through intentions such as summer learning, extended school day/year, or after school programs. Any such intervention must respond to students’ academic, social, and emotional needs and address the disproportionate impact of COVID-19 on underrepresented student groups.

For more information on Federal funds, consult this webpage from NAfME.

UPDATE: CPDH Guidelines for Performing Arts Activities

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On March 22, the California Department of Public Health updated their guidelines regarding Performing Arts activities. Previously, the guidelines stated that such activities were “highly discouraged” and only allowed in very specific circumstances.

For more information these new developments regarding Outdoor and Indoor Youth and Recreational Activities, click here.

Relevant requirements, recommendations, and resources for Performing Arts activities can be found here.