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Abstract
Now, the real work starts. For over half a decade we have talked about moving from science, technology, engineering, and math (STEM) to science, technology, engineering, arts, and math (STEAM). While we must continue to advocate for STEAM education, the passing of the Every Student Succeeds Act (ESSA) in December 2015 has moved us into the implementation stage. ESSA is intended to empower state and local decision makers to build differentiated community-based systems for school improvement in ways that “cookie-cutter federal solutions like No Child Left Behind” never supported (CitationWhite House Report, 2015, December 10, n.p.). In the reauthorization and amendment of the Elementary and Secondary Education Act of 1965 (ESEA) achieved under ESSA, “Arts and music education are specified as eligible uses for new, state-administered ‘Student Support and Academic Enrichment Grants’ including support for the arts in STEM education” (CitationESEA Reauthorization is Finalized as Every Student Succeeds Act [ESSA], n.p.). Now that the federal government recognizes the role that the arts can play to elevate STEM education, it is time to ask ourselves some important questions.
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Notes on contributors
Andrew D. Watson
Andrew D. Watson is the Fine Arts Instructional Specialist for the Alexandria City Public Schools in Virginia; a member of the National Congressional STEAM Caucus Whitepaper Writing Group; and a Founding Member of the Board of Directors, The Innovation Collaborative, Washington, DC. E-mail: [email protected]