AEMDD funds go to school districts and non-profit arts organizations working in partnership with school districts in grades K-8. They should be used in public schools to improve the connection between arts integration and the other core academic subjects, to strengthen arts instruction, and to improve student achievement. This must be done by using approaches that have proven successful in doing this and enhancing, expanding, documenting, evaluating and disseminating them. Recipients are required to compare the academic results of students benefiting from this program to students who are not.
This program supports national level high-quality arts education projects and programs for children and youth, with special emphasis on serving students from low-income families and students with disabilities.
Types of Projects
A project must serve low-income students and students with disabilities; and (b) conduct the following activities on a national level:
- Professional development based on national standards for pre-kindergarten-through-grade-12 arts educators.
- Development and dissemination of instructional materials, including online resources, in multiple arts disciplines for arts educators.
- Arts-based educational programming in music, dance, theater, media arts, and visual arts, including folk arts for pre-kindergarten-through-grade-12 students and arts educators.
- Community and national outreach activities that strengthen and expand partnerships among schools, school districts, and communities throughout the country.
Please check out a recipient of our funds and their voluntary national standards www.councilforeconed.org/eee
EEE Program funds are used to improve understanding of finances among K-12 students to help them develop the skills they need to become knowledgeable consumers, savers, and investors. Funds must be awarded to a national nonprofit educational organization, whose primary purpose is to improve the student understanding of personal finance and economics. Also, subgrants are awarded to state and local educational agencies and non-profit educational organizations to establish teacher training programs, provide resources to schools, conduct research and evaluations on the impact of economic and financial literacy education programs, and innovative school-based student activities.
Education through Cultural and Historical Organizations (ECHO) is a federally funded educational and cultural initiative that serves thousands of children and adult learners in various areas of Alaska, Hawaii, Massachusetts, and Mississippi. Authorized in 2001 by Title V of the Elementary and Secondary Education Act (ESEA) of 1965 (as amended), ECHO recognizes and celebrates the shared history and traditions of participants that first came into contact as a result of the whaling trade of the 19th century. The program seeks to capitalize on the unique ability of cultural institutions to “provide practical, culturally relevant, education-related internship and apprentice[ship] programs” in order “to prepare youth…for careers in the cultural sector” while “illustrating and interpreting the contributions of Alaska Natives, Native Hawaiians, the whaling industry, and the China trade to the economic, social, and environmental history of the United States.”
ECHO partners include:
Alaska Native Heritage Center in Anchorage, Alaska;
Bishop Museum in Honolulu, Hawaii;
Inupiat Heritage Center (North Slope Borough) in Barrow, Alaska;
Mississippi Band of Choctaw Indians of Choctaw, Mississippi;
New Bedford Whaling Museum in New Bedford, Massachusetts; and
Peabody Essex Museum in Salem, Massachusetts.
In addition to site-specific programming and activities (e.g., standards-based curriculum creation, teacher institutes, special exhibits, youth symposia, art and culture workshops, school programs, artist exchanges), partners collaborate regularly on the echospace.org website. The website features various learning centers grouped by theme and other resources that may be of interest to educators and youth alike. Collaborative efforts have also produced “Echoes,” a symphony highlighting each cultural area represented by the ECHO partners.
PDAE funds go to school districts for grades K-12 in high poverty schools. They are to be used for the professional development of educators teaching music, dance, drama, media arts, or visual arts. The professional development should be about improving arts instruction or integrating the arts into other core subjects. Professional development models used are expected to be of high quality and are required to be implemented in schools that have a poverty rate of at least 50%.