Investing in a creative future: How the Arts and Music in Schools Act is expanding opportunities for California students

It was 2016 and at Highland Academy in Oakland, a tradition took root: during the school’s annual culmination ceremony, fifth graders choreographed and performed a dance for their families. Parents filled the room with cheers, classmates supported one another, and the entire grade celebrated through movement they had created together. For many of these students, dance was not an extracurricular activity but a core part of their elementary school experience since kindergarten — sustained by weekly instruction and supported by a long-term partnership with Luna Dance & Creativity, a nationally recognized dance education organization, that prioritized creativity as essential to learning.

These kinds of moments, once limited in California public schools, are becoming more possible thanks to a landmark ballot measure: the Arts and Music in Schools (AMS) Act.

Passed overwhelmingly by California voters in 2022, the AMS Act represents a transformational opportunity for students across the state. With dedicated, ongoing funding for arts education, the law signals a public commitment to ensuring that the arts are not a luxury but a central part of a well-rounded education. Research consistently shows that high-quality arts education fosters creativity, builds critical thinking skills, and strengthens students’ sense of belonging and agency. The AMS Act has already started making a difference and is poised to expand these benefits to millions of young people statewide.

Hewlett grantee partners leading the way

Policy alone does not transform classrooms. It takes the expertise and dedication of educators and arts and cultural partners to turn dollars into meaningful experiences for students. Hewlett grantee partners are playing a crucial role in this work.

Luna Dance & Creativity in Berkeley is one such example. For decades, Luna has partnered with schools to make dance an essential part of a child’s education. Today, they are helping districts implement AMS funding by providing professional learning for teachers, designing curriculum, and modeling how dance can be woven into the school day in developmentally appropriate ways.

Nancy Ng, Executive Director of Creativity and Policy at Luna, described the long arc of partnership with Oakland schools:

Ng noted that the intent has always been sustainability, with Luna preparing schools to eventually hire their own credentialed dance teachers:

Across the Bay Area and beyond, many of Hewlett’s grantee partners are similarly ensuring that new funding translates into high-quality arts learning aligned with the intent of the AMS Act. Their leadership underscores the vital role of community-based organizations in building sustainable arts education ecosystems.

Bright spots from across the state

Early implementation stories are beginning to emerge, and they point to what’s possible when local leaders and arts and cultural partners work together. Another Hewlett grantee partner, Create CA, developed an AMS Act Planning Toolkit, which profiles several districts already making the most of new investments.

In rural Mariposa County, for example, leaders are using AMS funding to expand arts programming across grade levels, partner with local arts and cultural organizations, and develop a district-wide arts strategic plan. School administrators leveraging partnerships and tailoring programs to their small but close-knit community, Mariposa offers a powerful model of how rural districts can use these new funds to broaden arts access and build sustainability.

A child dances with orange and purple ribbons at a Luna Dance & Creativity class. (Photo credit: Michael Ertem)

In Santa Cruz County, Live Oak School District is demonstrating how strong arts coordination can transform student access and teacher support. The district employs a Visual and Performing Arts (VAPA) Teacher on Special Assignment, a role that helps integrate arts learning across schools by mentoring classroom teachers, aligning curriculum, and ensuring consistency in quality and opportunity. This creative approach has been especially effective for a small district, where resources can be limited and staff often wear multiple hats. Live Oak’s model offers a powerful example of how districts can use AMS Act funding to invest in dedicated arts leadership positions — such as a VAPA coordinator — to build long-term capacity, strengthen instruction, and expand access to arts education for every student.

Taken together, these bright spots illustrate the potential for a statewide transformation when implementation is well-supported at the local level.

Maximizing impact

As the AMS Act begins to take root across California, understanding how this landmark policy is being put into practice is essential. To deepen that understanding and support effective implementation, the Hewlett Foundation commissioned SRI Education’s California Arts Education Landscape Scan (2025) identifying opportunities to strengthen its impact. The scan highlights both progress and persistent challenges. On the positive side, schools across California now have unprecedented resources to expand arts instruction, and many are using AMS funds to bring new teachers and programs to their students. Yet the report also surfaced critical gaps:

• Data and accountability: California still lacks a comprehensive system to track which students are gaining access to arts education, making it difficult to monitor whether investments are reaching every community as intended.
• Workforce shortages: Estimates suggest more than 5,500 additional arts teachers will be needed statewide. Rural areas and some urban districts face challenges recruiting qualified arts educators.
• Planning capacity: Districts with strategic arts plans are moving quickly to implement AMS, while those without such infrastructure struggle to get started.
• Policy clarity: Many school leaders remain uncertain about how to interpret AMS requirements, leading to delays or cautious spending.

The scan underscores that while the AMS Act represents a once-in-a-generation opportunity, it must be paired with stronger systems for planning, research, and capacity building to realize its full promise.

Looking ahead

The Arts and Music in Schools Act is more than a new funding stream. It is a chance to reimagine what’s possible for California’s students. With strong partnerships among state agencies, school districts, arts and cultural organizations, and philanthropy, this law can transform classrooms into spaces where creativity is nurtured in every child, enabling them to discover how to move through the world.

At the Hewlett Foundation’s Performing Arts Program, we remain committed to advancing this vision because every student deserves the opportunity to benefit from the expansive power of the arts. We will continue to support the partners and systems that make arts education possible, track the lessons emerging from across the state, and share what we are learning along the way.