Tag Archive for: CMEA

Music IS Education Coalition – Launch & Resources

/0 Comments/in , /by

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

/0 Comments/in , /by

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.

Advocacy Update: CTE Elementary Arts Credential (AB 2437)

/0 Comments/in , /by

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

/0 Comments/in /by

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.

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

/0 Comments/in , , /by

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

/0 Comments/in , /by

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.

California Superintendent Nominated for Department of Education Position

/0 Comments/in , /by

CMEA announces that President Biden has picked an Arts Education-supporting Californian to be Deputy Secretary of Education, Cindy Marten.

Marten currently serves as Superintendent of San Diego Unified School District, where she has been recognized for her support for arts and music in the district. CMEA awarded her its “Administrator of the Year” award in 2017 because of her consistent presence at music and arts events in the schools and community, as well as her continued supportive words that have translated into a vibrant visual and performing arts program in San Diego Unified. In support of CMEA, Marten spoke at a recent Stand Up 4 Music rally on the Capitol steps in Sacramento.

Along with Biden’s pick for Secretary of Education, Dr. Miguel Cardona, who currently serves as Connecticut’s education commissioner, these appointments represent stark departures from the previous administration and reflect President Biden’s desire to bring expertise back to the government.

Marten comes highly recommended by CMEA President-elect Anne Fennell and former CMEA President and current CMEA Advocacy Representative Russ Sperling, who both work with Marten in San Diego. They refer to her as “a firm believer in educational access and equity,” and both speak of her efforts to support arts and music education in SDUSD. She supported changes in policy to eliminate “student pull-outs” from music class for remediation and supported the purchase of instruments so students could use one free of cost. During her tenure as SDUSD Superintendent, Marten shepherded through a new strategic plan for the district that boosted arts education funding by several means, including Title I funds into “Learning Through the Arts,” an arts integration program. This investment, which amounted to $5 million over six years, is the first of its kind in the state of California.

Ms. Marten also exhibits a personal commitment to the arts in her community. Having lost her husband to a long illness, she realized that the arts were necessary for her to get out in the world. Sperling explained that Marten would sit down with him quarterly to create an arts calendar and that she has now attended events at virtually all arts venues and organizations in San Diego. Both Sperling and Fennell described Marten as “authentic” and “a true supporter of the Visual and Performing Arts,” and commended her ability to speak eloquently about the value music and the arts provide students.

A lifelong champion of equity, San Diego Unified labels itself as an “anti-racist” district and has implemented a Restorative Justice discipline policy and Standards-Based Grading to make ensure the success of all students.

Marten’s nomination is supported by California Superintendent of Public Instruction Tony Thurmond, Secretary of State Shirley Weber, as well as educational leader Diane Ravitch.

CMEA believes that both Dr. Cardona and Ms. Marten will be staunch supporters of music and arts education, and we applaud their nominations to lead the U.S. Department of Education. CMEA looks forward to working with this administration to address the many challenges that lay ahead.

Join a Performing Arts Class

/0 Comments/in , /by

Are you concerned that 2020 has impacted your child’s social and emotional wellbeing? Participating in a Performing Arts class in school could be the answer you’re looking for!

Encouraging your child to participate in a Performing Arts class can really help the feeling of isolation during these days of distance/remote learning. These are classes like Band, Orchestra, Choir, Dance, and Theatre. They’ll make new friends, develop confidence and feel the satisfaction belonging to a caring/supportive community when we return to in-person instruction.

Consider joining a Performing Arts class today!

This message is presented to you in partnership with the National Federation of State High School Associations (NFHS) and the California Music Educators Association (CMEA).

CMEA Response to California Department of Public Health (CDPH) Update

/0 Comments/in /by

On October 14, 2020, the California Department of Public Health (CDPH) posted updated guidelines regarding singing and playing wind instruments. The CMEA response to this update is below and available to download as a PDF by clicking this link.

CDPH Update:

California Department of Public Health Schools Guidance updated on October 14, 2020 

“….. outdoor singing and band practice is permitted provided that precautions such as physical distancing and mask-wearing are implemented to the maximum extent possible.”

Does this guidance allow for singing or playing instruments?
“Yes, outdoor singing and band practice are permitted, provided that precautions such as physical distancing and mask wearing are implemented to the maximum extent possible. Playing of wind instruments (any instrument played by the mouth, such as a trumpet or clarinet) is strongly discouraged. School officials, staff, parents, and students should be aware of the increased likelihood for transmission from exhaled droplets during singing and band practice, and physical distancing beyond 6 feet is strongly recommended for any of these activities.”

CMEA’s Response

Please note that playing and/or performing is one of four artistic processes in the California Music Standards, in alignment with California State Education Code, Section 51210 and 51220.  For outdoor only, CMEA recommends: see references below for guidance on each point:

  • to only sing or play wind instruments outside with the correct PPE (Personal Protection Equipment) and physically distanced six feet or more.
  • wearing correct fitting masks for singers, all instrumentalists of all ages, instructors, and instrument covers are required. 
  • correct face masks and bell covers with MERV 13 for singing and playing wind instruments. 
  • teachers use a voice projection system to avoid voice and aerosol projection. Limit talking. 
  • to identify an outside location where spit valves can be emptied safely with physical distancing
  • to maintain hygiene.

References

  1. Centers for Disease Control and Prevention
  2. NAfME Guidance for Music Education
  3. NFHS Aerosol Study – Round Two 
  4. NFHS Preliminary Recommendations
  5. NFHS Aerosol Study FAQs

California Department of Education Arts Education Guidance 2020-21

/0 Comments/in /by

Share this document(s) with your school/district administration and communities about guidance and resources to support LEAs when determining how to safely provide music education in alignment with California State Education Code, Section 51210 and 51220.

High Quality Arts Education During a COVID-19 Impacted School year

Performing Arts Aerosol Study – Round two