cate for the necessary support to meet curricular standards.
In addition, although an emphasis may continue to be on supporting low-performing schools, components of ESSA require schools to establish plans for increasing parent and family engagement. Music education programs can be an important part of meeting this standard, so educators should be prepared to articulate to stakeholders how their programs connect with, and benefit the local community. They can also provide justification for increased support and/or sub- grants for new music programs that will allow them to in- crease connections between families and schools, collabo- rate with community organizations, or support any activity that would assist in meeting ESSA guidelines for community engagement.
Advocacy efforts in this new environment will undoubtedly have varying degrees of success. State legislators and poli- cy-makers will need to adapt to new federal policy as well as acclimatizing to the regular influx of new legislators as a result of term limits and local races. These factors make it essential that successes in the new system are promoted and shared through print and social media, conference events, and professional organizations. Now that music is specifi- cally included as part of a well-rounded education, we must continue to act. In order to have music truly prosper under
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ESSA, we must continue local and state policy efforts to en- sure that all students receive the benefits of a well-rounded education, with music as a crucial, required element.
References
Council of Music Program Leaders. (2014). Opportunity- to-Learn Standards. Retrieved October 7, 2016, from
http://www.nafme.org/wp-content/files/2014/11/Op- portunity-to-Learn-Standards_May2015.pdf. Every Student Succeeds Act of 2015, Pub. L. No. 114-95 § 114 Stat. 1177 (2015-2016). (2015). Michigan Department of Education. (2016). September 14, 2016. ESSA Notes.
Kevin Tutt is the Associate Dean for Cur- riculum, Pedagogy, and Academic Op- portunities for the College of Liberal Arts and Sciences. He is also a Professor in the Department of Music and Dance where he has taught 17 different music courses across the areas of performance, methods and general education.
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