THE
STATE EDUCATION DEPARTMENT /
THE UNIVERSITY OF THE STATE OF |
TO: |
Cultural Education
Committee |
FROM: |
Carole F.
Huxley |
SUBJECT: |
Conceptual proposal
for legislation to support museum education programs |
DATE: |
February 21,
2006 |
STRATEGIC GOAL: |
Goals 1 and
2 |
AUTHORIZATION(S): |
|
Issue for Decision
Should the Regents propose legislation to fund museums and historical
societies to increase standards-based instruction in science, social science and
the humanities for K-12 schools?
The reason to advocate for such legislation is to enlist effective USNY
engagement in raising academic performance and in eliminating the academic
performance gap.
Proposed Handling
A conceptual proposal is presented for discussion by the Committee at the
March meeting for future action on a fully developed legislative proposal by the
Full Board.
Procedural History
The Regents first supported legislation in 1986 to fund museum
curriculum-related instruction, known as
Education Law 216 authorizes the Regents to
incorporate museums and other educational institutions; Regents Rules Sec. 3.27
provides standards for chartered museums.
Unlike schools and libraries, however, museums do not benefit from a
dedicated funding mechanism or categorical grant program in the Education
Department. To meet Regents
standards, museums must largely raise their own funds.
Educators have long supported the role of museums as
educational institutions that inspire curiosity and discovery-based
learning. Using objects and
exhibits rather than textbooks and lectures, children learn skills in inquiry
and analysis. By studying the
objects that document scientific discoveries and interpretation of history, they
learn the importance of research using primary sources. Scientists, such as the late Stephen Jay
Gould, often credit their museum experience with motivating their entry into
their field of work.
Staff recommends that the Cultural Education Committee request a formal
legislative proposal be developed for their review and
approval.
Timetable for Implementation
The formal proposal would be brought back to the Regents for review in
June. It would then be broadly
discussed in meetings of senior staff with museum and historical society
officials. A refined version of the
legislation would come back for final review and approval in the fall of
2006. If approved by the Regents,
it would be a part of the Regents legislative package for
2007/8.
Attachment
Educators and museum professionals have long worked
together to involve museums in K-12 education. Since the early 20th century,
museums such as the
Of those
This level of activity has occurred even though there
is no State funding for such programs, and there is a lack of available models
and curricula. Disadvantaged and
at-risk youth and their families are not likely to be regular visitors to
museums. Such young people may also
not feel “welcome” in a museum that may appear intimidating and alien. But a well-planned and relevant class
visit to a museum could open doors to such young people. It is ironic that the learning gap in the State’s
largest cities takes place in the very shadows of some of the world’s foremost
science, art and history museums.
The reimbursement formula would be based on instructional hours. The formula would contain a base so that
small museums would get some support and a cap so that the largest museums would
not deplete the pool of funding.
Lastly, there would be special funding incentives to encourage
participation by disadvantaged schools, at-risk youth and for programs in
low-income neighborhoods or communities.
The funding total would be in the range of $20 million to ensure
sufficient resources to produce high quality programming in partnership with
schools’ expressed needs.