ESSER Funding Support

(Elementary & Secondary School Emergency Relief) 

Part of the CARES Act and the American Recovery Plan Act (ARP) 

Federal funds to support Arts Education in Missouri may be available for your school.

How Much?

Missouri Schools will receive $1.7 Billion as a part of ESSER III.

Link to MO ESSER III Allocation amounts

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DESE has allocated $50 Million for Teacher Retention/Recruitment Efforts

Link to MO Retention/Recruitment allocation amounts

For What?

There are 16 categories of approved expenditures. Many of these could fit an arts education situation!

Link to DESE's Guidelines to LEAs for ARP funding.

Expenditures may include:


By When?

Allowable expenditures are thoe which have occurred or will occur between March 13, 2020 - September 30, 2024.

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Projected deadline for plans to DESE from local education agencies is
August 23, 2021


What to do?

#1 - Assess your current situation and needs. (Use the adaptable "Be a Part of the Music" Spreadsheet tool)

Dream, Imagine, Envision - involve others in your dreaming. (colleagues, parents, community stakeholders etc.)

#2 - Construct your ask. Cite your evidence as to WHY this is a good idea and HOW it fits the criteria -
(use arts ed research resources below if needed)

#3 - Ask - - >       and see if your dreams can become reality!

Reach our to MAAE if you need help! director@moaae.org.

GUIDELINES (and suggestions) FOR ALLOWABLE EXPENDITURES

Click the arrow [v] at right to access

MAAE gratefully acknowledges North Carolina Arts Education Coalition for compiling these suggestions, with assistance from New Jersey and South Carolina.

(1) Any activity authorized by the ESEA of 1965, including the Native Hawaiian Education Act and the Alaska Native Educational Equity, Support, and Assistance Act (20 U.S.C. 6301 et seq.), the Individuals with Disabilities Education Act 20 U.S.C. 1400 et seq.) (‘‘IDEA’’), the Adult Education and Family Literacy Act (20 U.S.C. 1400 et seq.), the Carl D. Perkins Career and Technical Education Act of 2006 (20 U.S.C. 2301 et seq.) (‘‘the Perkins Act’’), or subtitle B of title VII of the McKinney-Vento Homeless Assistance Act (42 U.S.C. 11431 et seq.)


(2) Coordination of preparedness and response efforts of local educational agencies with State, local, Tribal, and territorial public health departments, and other relevant agencies, to improve coordinated responses among such entities to prevent, prepare for, and respond to coronavirus


(3) Providing principals and others school leaders with the resources necessary to address the needs of their individual schools


(4) Activities to address the unique needs of low-income children or students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and foster care youth, including how outreach and service delivery will meet the needs of each population


(5) Developing and implementing procedures and systems to improve the preparedness and response efforts of local educational agencies


(6) Training and professional development for staff of the local educational agency on sanitation and minimizing the spread of infectious diseases


(7) Purchasing supplies to sanitize and clean the facilities of a local educational agency, including buildings operated by such agency


(8) Planning for and coordinating during long-term closures, including for how to provide meals to eligible students, how to provide technology for online learning to all students, how to provide guidance for carrying out requirements under the Individuals with Disabilities Education Act (20 U.S.C. 1401et seq.) and how to ensure other educational services can continue to be provided consistent with all Federal, State, and local requirements


(9) Purchasing educational technology (including hardware, software, and connectivity) for students who are served by the local educational agency that aids in regular and substantive educational interaction between students and their classroom instructors, including low-income students and students with disabilities, which may include assistive technology or adaptive equipment


(10) Providing mental health services and supports


(11) Planning and implementing activities related to summer learning and supplemental afterschool programs, including providing classroom instruction or online learning during the summer months and addressing the needs of low-income students, students with disabilities, English learners, migrant students, students experiencing homelessness, and children in foster care


(12) Addressing learning loss in local educational agencies among students, including low-income students, children with disabilities, English learners, racial and ethnic minorities, students experiencing homelessness, and children and youth in foster care


(13) School facility repairs and improvements to enable operation of schools to reduce risk of virus transmission and exposure to environmental health hazards, and to support student health needs


(14) Inspection, testing, maintenance, repair, replacement, and upgrade projects to improve the indoor air quality in school facilities, including mechanical and non-mechanical heating, ventilation, and air conditioning systems, filtering, purification and other air cleaning, fans, control systems, and window and door repair and replacement


(15) Other activities that are necessary to maintain the operation of and continuity of services in local educational H. R. 748—287 agencies and continuing to employ existing staff of the local educational agency


MISSOURI ALLOCATION INFORMATION

click the arrow [v] at right to access.

ADDITIONAL Economic Recovery Informational Resources

click the arrow [v] at right to access.



Cite - Evidence-Based Research

Being able to back up your funding request with evidence-based research can provide data points which might sway decision-makers in your favor. Access the collection below, assembled by arts ed colleagues in South Carolina as well as the research compilation on MAAE's  Art=Opportunity page, with resources assembled by colleagues at University of California San Marco.

Well-Rounded Education & Whole Child Development

click the arrow [v] at right to access.

Roadmap to Reopening Safely and Meeting All Students’ Needs (U.S. Department of Education)

Specifically cites the importance of incorporating the arts when planning in-school, summer, and afterschool interventions to accelerate learning in response to COVID-19. Evidence suggests the arts are key to providing a well-rounded education and supporting social and emotional learning.

Academic Remediation in Core Subjects

click the arrow [v] at right to access.

Review of Evidence: Arts Integration Research Through the Lens of the Every Student Succeeds Act (American Institutes for Research)

A research review of 27 studies that meet ESSA design criteria found an average improvement index of 4 percentile points in core learning areas for students receiving arts-integrated instruction.

Educational Equity

click the arrow [v] at right to access.

Gallup Student Poll, conducted and published in partnership between Gallup Research, the South Carolina Arts Commission, and Palmetto State Arts Education

An arts-rich school can help neutralize the effects of poverty. 2018 Gallup survey data shows that arts-rich schools with free/reduced-price lunch program participation 75% or greater scored higher than the state mean in four elements linked to desirable student outcomes: engagement, hope, entrepreneurial aspiration, and career/financial literacy.

Student Achievement

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Critical Evidence: How the Arts Benefit Student Achievement (National Assembly of State Arts Agencies)

This research describes in nontechnical terms how study of the arts contributes to academic achievement and student success. It offers impartial, to-the-point reporting of the multiple benefits associated with students’ learning experiences in the arts.

Investigating Causal Effects of Arts Education Experiences (Rice University’s Kinder Institute for Urban Research)

Through a randomized controlled trial with 10,548 students who were enrolled in 42 schools across the Houston area, researchers found arts-learning experiences benefit students in terms of reductions in disciplinary infractions, increases in compassion for others and improvements in writing achievement. Furthermore, arts-education experiences improve school engagement and college aspirations.

Review of Evidence: Arts Education Through the Lens of ESSA (American Institutes for Research)

According to the meta-analysis conducted as part of this evidence review, the average effect found in the 20 well-designed studies examined was moderate and statistically significant, indicating that an average child would gain 15 percentile points in a relevant student outcome examined in this review (i.e. academic achievement, art learning, social-emotional learning, and process abilities) as a result of participating in an arts education intervention.

Selection into, and academic benefits from, arts-related courses in middle school among low-income, ethnically diverse youth

Alternate Link (paywall)

A new study from the George Mason University Arts Research Center and published in the journal Psychology of Aesthetics, Creativity, and the Arts found a link between arts elective courses in music, dance, visual art and drama, and better grades in middle school. ​

Arts=Opportunity - Arts Education Research

click the arrow [v] at right to access.

The University of California-San Marco has compiles and collects current research in support of arts education. They have divided 15 "arguments" in favor of Arts Education into 3 categories: 


Visit the MAAE Art=Opportunity Page for more details and links to the research.