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State board spotlights arts education month; MSDE proposes middle‑school emphasis and secondary arts pathways
Summary
State Board events for Arts in Our Schools Month included student performances, recognition of national awardees and a presentation from Arts Education Maryland Schools (AIMS). MSDE reviewed COMAR compliance results, proposed secondary arts pathways (college‑prep and CTE), and highlighted gaps in middle school and in smaller arts disciplines.
At its March meeting the Maryland State Board of Education marked Arts in Our Schools Month with student performances, National Presidential Award recognitions for teachers, and a stakeholder briefing from Arts Education Maryland Schools (AIMS). MSDE—9s comprehensive arts branch presented statewide arts access data, COMAR compliance results and proposed guidance for secondary arts pathways.
What MSDE presented - Student recognition and showcases: Student musicians and visual artists were invited into the boardroom; three Maryland teachers received the Presidential Award for Excellence in Mathematics and Science Teaching, and student artwork was placed on display in the boardroom. - Statewide data on access and staffing: MSDE reported that roughly 90% of Maryland students had access to some arts course in 2023–24 and about 84% enrolled in arts classes, but enrollment declines from elementary (about 99%) to high school (about 55%) are striking. Staffing data show small net increases in arts educators over five years but notable declines in some LEAs and persistent shortages in dance, theater and media arts. - COMAR compliance snapshot: MSDE—9s five‑year superintendent certification process found that only five of 22 responding LEAs met all COMAR requirements for arts in every discipline and grade span. Fewer LEAs met middle school requirements that call for opportunities to specialize among arts disciplines. - Proposed secondary arts pathways: MSDE proposed a structure of secondary pathways (college‑preparatory and CTE options) across the five disciplines (dance, media arts, music, theater, visual art). Pathways would require course sequences and an additional culminating element such as a capstone, county/regional showcase participation, or an industry credential. The guidance prioritizes early high‑school scheduling to maintain ninth‑grade engagement and asks LEAs to define advanced options for performing arts (where AP options are limited).
Why MSDE wants middle school emphasis MSDE told the board that middle school is a crucial transition point: weak middle‑grade programming and poor scheduling often drive the drop in student enrollment by high school. The department said it will focus technical assistance and capacity building on middle school arts programming and scheduling guidance to reduce attrition.
Stakeholder input AIMS and other arts advocates urged sustained state leadership and funding to protect arts programs from local budget pressures; they flagged local examples where community advocacy restored programs but gaps remain. Board members emphasized the arts—9 role in attendance, student engagement and broader blueprint goals.
Action: The session was informational. MSDE said it will follow up with implementation guidance, support for LEA course approvals, and continued arts data collection. The department is seeking renewed legislative funding for the Maryland Arts Education Data Project to track school‑level access and enrollment.
Ending: Board members praised student performers and urged continued statewide coordination to maintain stable arts staffing, address middle‑school scheduling gaps and develop clear secondary arts pathways.
