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F I S C A L I M P A C T R E P O R T
SPONSOR King
ORIGINAL DATE
LAST UPDATED
2/4/08
HB 577
SHORT TITLE Santa Fe School Youth Dance Program
SB
ANALYST Lucero
APPROPRIATION (dollars in thousands)
Appropriation
Recurring
or Non-Rec
Fund
Affected
FY08
FY09
0.0
$58.8
Recurring
General Fund
(Parenthesis ( ) Indicate Expenditure Decreases)
Relates to: HB92 “Santa Fe Dance Education Programs", SB194 “Santa Fe Dance Festival", and
SB141 “Las Cruces Youth Dance Programs",HB506, SB359 &SB277 “Character Building
Dance Program", SB502 Elementary School Youth Dance Program", SB577 “Santa Fe Youth
Dance Program", and SB238 “Grant and Socorro County Dance Education".
Relates to Appropriation in the General Appropriation Act
SOURCES OF INFORMATION
LFC Files
Responses Received From
Children, Youth and Families Department (CYFD)
Public Education Department (PED)
SUMMARY
Synopsis of Bill
House Bill 577 appropriates fifty-eight thousand eight hundred ($58,800) from the general fund
to Children, Youth and Families Department for expenditure in FY09 for a youth dance program
at Turquoise Trail Elementary school in Santa Fe county.
FISCAL IMPLICATIONS
The appropriation of fifty-eight thousand eight hundred ($58,800) contained in this bill is a
recurring expense to the general fund. Any unexpended or unencumbered balance remaining at
the end of 2009 shall revert to the general fund.
pg_0002
House Bill 577 – Page
2
This bill is not part of CYFD's request or executive recommendation.
SIGNIFICANT ISSUES
Evidence indicates that youth who are involved in recreational activities consistently show lower
rates of substance use and gang involvement (The NSDUH Report, 2007; Research Review:
Gang Violence and Prevention). They demonstrate healthier functioning on such indicators as
academic achievement, psychological adjustment, and improved quality and quantity of
interactions with their parents (Social Policy Report, 2006). Activities such as sports, music, and
drama help build a sense of self-worth and self-respect.
According to the National Dance Institute of New Mexico (“NDI-NM"), a character-building
dance program is designed to “teach teamwork, tenacity, discipline, and [that] joyful effort can
equal success."
1
Dance programs like those provided by NDI-NM fill a “vacuum"
2
in schools by
providing physical education to improve health outcomes like obesity, cardiovascular health, and
nutrition in children and help teach students skills that improve their academic performance.
3
This bill offers the opportunity for youth to participate in dance programs in Santa Fe County.
CYFD does not currently manage such a program.
The Public Education Department states that movement, choreography, storytelling, valuing
one’s own and others’ cultures can be enhanced though performing arts/dance. Learning through
the arts creates interest, discipline, focus and promotes learning and skill development.
The NM Content Standards for the Arts make a foundation for this learning along with other
Content Standards through:
•
Demonstration of an understanding of the dynamics of the creative process.
•
Observation, discussion, analysis and making critical judgments about artistic works.
•
Increased awareness of diverse peoples through the performing arts.
•
Connections and parallels among the arts, health and physical education disciplines as
well as Science, Math, Language Arts, Social Studies, Modern, Classical and Native
Languages and Career Technology.
•
Contributions to the local community by sharing learning in movement, and dance.
As the world moves from a logical, linear information age into an economy and society built
on the inventive capabilities of a conceptual age, creative design, symphony, empathy and
meaning will emerge to be as valued as logical thinking and linear skills are now. (Pink,
2005).
References:
New Mexico Content Standards, Benchmarks, and Performance Standards
Visual and Performing Arts K-12 (2007 revision) Retrieved January 17, 2008
Pink, D. (2005). A whole new mind. New York. Riverhead Books
1
National Dance Institute of New Mexico. Webpage. Retrieved 1/22/08,
www.ndi-nm.org/about_us.html
.
2
Journal Santa Fe. “Dance Program ‘Definitely Filling A Vacuum". February 7, 2006. Retrieved 1/22/08, National
Dance Institute of New Mexico, www. ndi-nm.org/news/Journal_Santa_Fe-3-7-06.pdf.
3
Ibid.
pg_0003
House Bill 577 – Page
3
PERFORMANCE IMPLICATIONS
CYFD’s mission focuses on working with local communities to develop prevention and
intervention programs for youth. This program is consistent with CYFD’s mission.
ADMINISTRATIVE IMPLICATIONS
Administering this bill requires CYFD to use existing resources to develop, implement, and
administer a contract or contracts to disburse the funds as intended.
CONFLICT, DUPLICATION, COMPANIONSHIP, RELATIONSHIP
Relates to: HB92 “Santa Fe Dance Education Programs", SB194 “Santa Fe Dance Festival", and
SB141 “Las Cruces Youth Dance Programs", SB359 and SB277 “Character Building Dance
Program", SB502 Elementary School Youth Dance Program", SB577 “Santa Fe Youth Dance
Program", and SB238 “Grant and Socorro County Dance Education".
Relates to Appropriation in the General Appropriation Act
OTHER SUBSTANTIVE ISSUES
Involvement with music and the arts has been repeatedly identified as a resiliency factor for
youth that, in concert with other resiliencies, serves to protect them from risk factors to their
health, safety, and development.
New Mexico’s Physical Education Content Standards call for students to:
•
Maintain and improve physical fitness, motor skills and knowledge about physical
activity.
•
Practice and demonstrate physical activity as a vehicle for self-expression.
The National Dropout Prevention Center/Network provides the following information regarding
the need for after-school programs: “Many disadvantaged students in urban and rural
environments lack the day-to-day experiences that stimulate their intellectual development.
After-school opportunities have positive effects on academic success, social behavior and
provide opportunities for enrichment for at-risk students. There are a multitude of youth
programs available, but many are inaccessible to inner-city and rural youth. These youth have
fewer programs from which to choose than those in the suburbs. Urban youth often turn to gangs
and the drug trade for protection, friends and job opportunities due to lack of parental authority.
The rural areas tend to lack the level of violence of inner cities, but there are still problems. A
disproportionately large share of the poor are enrolled in rural schools. Rural areas are
characterized by geographic isolation, declining population and inadequate community facilities
which acerbate the problems related to economic hardship and racial and ethnic tensions (Green
& Schneider, 1990)."
There is an association between sedentary lifestyles and obesity, which can result in sleep apnea,
asthma and Type II Diabetes -- all of which impact student learning and can contribute to the
achievement gap.
pg_0004
House Bill 577 – Page
4
National data indicate that 15% of youths are overweight. In New Mexico, 17% of elementary,
52% of middle school and 43% of high school students are overweight. The economic burden of
chronic diseases associated with obesity is $324 million in New Mexico and $117 billion
nationally.
According to the 2005 New Mexico Youth Risk and Residency and Survey
•
44% of New Mexico high school students did not participate in physical activity during
the past week of the survey
•
50% of high school students are not enrolled in physical education.
Educational outreach programs based upon learning through the arts and culture promote:
•
Creative, engaged, skilled and confident students for New Mexico
•
Family and community involvement
•
Cultural and traditional celebrations, appreciation and connections
•
Celebration and development of artistic skills and knowledge
•
Support to New Mexico’s elementary arts education programs
•
Contribution to closing the achievement gap for students
•
Improved school performance, cultural preservation and rejuvenation and job training.
(The President’s Committee on the Arts and the Humanities, U.S. Department of
Education, 2006).
DL/mt