catalyst-chicago.org

Recently, Paul Sznewajs and Nick Rabkin made an introductory case for restoring the arts into Chicago Public Schools. They noted that past research has shown the positive benefits of arts instruction, especially for low-income students. There is irony here in the word “past.” For, indeed, over the last several decades, reams of research has been produced to validate the role of the arts, while in the same span of time, which Sznewajs and Rabkin make note of, we have seen that very same role significantly diminished.

With the United States facing tough financial times and the misinformation of many citizens as to the myriad contributions of documented and undocumented immigrants to our economy, the anxiety level about immigration reform is high and xenophobia increases.

Immigrant children are likely to face among the most severe consequences of society’s anxiety. While adult immigrants are often aware of the risks they take in moving to a new country, children are not, and they bear the worst burden.

One bright light in the challenging work being done to improve Chicago’s public schools is a once-in-a-generation opportunity to ensure that the arts, in all its forms, are part of our children’s everyday experience in the classroom.