Indiana High School Diploma Changes

THE ISSUE: The Indiana Department of Education has proposed updated high school diploma requirements. If passed by the State Board, this will create a single baseline diploma with "readiness seals."

THE IMPACT: The proposal eliminates the 2-credit fine arts requirement. Instead, students would choose optionally between subjects like arts, world languages and career skills to fulfill 12 total hours of "personalized electives." However, non-arts courses may be needed for an "Honors Seal" in Enrollment, Employment, or Enlistment, effectively reducing elective options.

Teachers will naturally be pitted against each other to recruit students to their classrooms.

This would make Indiana only the second state (after Nevada) to eliminate arts as a graduation requirement since it was federally designated a core subject in 1994. In contrast to Indiana’s approach, other states are looking to enhance their arts programs, since fine arts develop the very interpersonal skills stymied by the pandemic.

CONTEXT: We do not believe it is the intent of the State Board of Education to harm arts education. However, that will inadvertently be the result of these new requirements.

- This new diploma waters down the difficulty and expectation in the core subjects
- There is a lack of guidance for Juniors and Seniors
- There is no plan for supervision of students in the workplace/internships
- There is no plan to train businesses who are hiring students for credit
- There is a lack of college preparation requirements
- Lack of resources for counselors who will be expected to have more record keeping
- There is a lack of equity across the state for “work based requirements” based on financial limitations, community type and access to businesses
- This new diploma eliminates the current 2 credit requirement to take arts classes in high school.
- This new diploma would give 9th and 10th graders the option to take fine arts courses to fulfill the two-hour “Work Ethic” requirement, but they will be choosing between PE, health, marching band, etc.
- The new diploma would give 11th and 12th graders the option to take one “Fine Arts / Creative” credit and one “Elective” credit consisting of the arts or other classes (such as World Geography, Economics, Language Arts, etc.), which would count towards their diploma requirements.
- Arts should be defined as “co-curricular” instead of “extracurricular.” Extracurricular classes are not required to be taught by licensed teachers.
  - Rationale: Arts are an essential part of a well-rounded education, according to federal legislation in the Every Student Succeeds Act of 2015. These classes should be taught by a licensed teacher in this area for optimal student learning. There is particular concern for urban and rural area schools.
- Include a requirement in the freshman/sophomore year “Foundational Courses and Competencies” for 1 credit of fine arts.
  - Rationale: Arts education addresses all of the 7 C’s of Employability Skills (Collaboration, Communication, Creativity, Critical Thinking, Character, Citizenship, and Computational Thinking)
- After-school performing arts activities (e.g., after-school ensembles, musical theater, etc.) should be included as “work-based learning” under Component 2 of the GPS+ plan.
  - Rationale: Based on the March board presentation (p. 30), After-school arts activities provide Level 2 work-based learning experiences.

Call to Action

TIME IS OF THE ESSENCE! YOUR VOICE MUST BE HEARD NOW! Please write a letter to the members of the State Board of Education (contacts below) using your own experience and story. Include as many of the points below as you would like. Close your letter with the request to restore the two-credit graduation requirement in the arts.

Please send your letter to the email contacts listed below NO LATER THAN Friday, September 27!.

Remember: Be respectful in your communication. Do not be confrontational or threatening. Focus on the needs of students. We suggest even recognizing what the State Board is trying to do for students, though they need to be aware of and address the unintended consequences.

Arts Education is for ALL Students: Research over the years has shown the important role music and arts education plays in the development of all students. It provides skills that are transferable to other aspects of student development. Elimination of the graduation requirement will deny some students access to music and arts education.
Creativity is an Important Skill for Students: Music and arts education provides students the opportunity to explore their own creativity and discover their own passion for the arts. Creativity is a skill that can be developed, and the arts are one of the primary ways to unlock the creative capacity in our students.
Music and the Arts are Career Pathways: The proposed new diploma fails to recognize or value music/arts as a career pathway. There are hundreds of career options in music and arts that are available to students.
Music/Arts Education Impacts Workforce Development: The number one issue that is coming up across the country regarding career readiness is the need for “soft skills” for effective workforce development. These skills include Communication, Teamwork, Adaptability, Problem-Solving, Leadership, Emotional Intelligence, Time Management, Critical Thinking, Work Ethic, and Conflict Resolution. Music and arts education have been recognized for their role in developing these skills. That is why so many successful leaders outside of the music/arts fields credit their involvement in music/arts education as critical to their success in life. A great example of this is Jason Kelce (former Philadelphia Eagles), who talked passionately about how the skills he learned in music prepared him to be successful in professional football. There are countless examples like this across industries in the United States.
Impact on Cognitive Development: Research consistently shows that music education plays a vital role in enhancing cognitive abilities, improving language skills, and fostering creativity in children.
Arts Has a Positive Impact on Chronic Absenteeism: Students involved in four years of arts instruction have up to a 50% lower chronic absenteeism rate than students that do not participate in the arts.
Rural Programs will Suffer: Students in smaller communities will be denied opportunities in music and the arts as enrollment in those programs decline as a result of the new diploma requirements.
Request the Return of the Two Credit Graduation Requirement in the Arts: Respectfully request that the 2-credit graduation requirement for the arts be restored.