Monday, January 20, 2025
Under the bright stage lights in Lynbrook High School’s auditorium, the cast of “Grease” dazzled the crowd in November, showcasing student talent in a district with both the means and the commitment to nurturing that talent.
Yet Lynbrook’s thriving arts program remains an outlier: State and national data reveal that public schools often sideline arts education. And while New York has some of the nation’s most robust school arts programs, significant disparities persist within the state.
In New York City, for example, 28 percent of public schools lack full-time certified arts teachers, and many students in underserved neighborhoods have limited access to arts education, according to a 2023 report by the New York City Department of Cultural Affairs.
In 2024, public funding for the arts at the state level took a hit. Legislative appropriations dropped by 24 percent, from $971 million in 2023 to $741 million, according to the National Assembly of State Arts Agencies. The downturn largely stemmed from the end of pandemic-related aid, with New York and California alone accounting for 60 percent of the decline.
Even with the decrease, however, New York remains one of the largest funders of school arts in the nation.
The high school’s partnerships with other educational institutions, like the Long Island High School for the Arts, gave senior Jack Ceglie, who starred in “Grease,” additional training and exposure to professional theater.
Ceglie was accepted into the Nassau Board of Cooperative Educational Services arts program as a junior — a rare opportunity in many states, where similar programs are either unavailable or not as accessible.
“My guidance counselor suggested I apply, and I’m so glad I did,” he said. “It gave me the chance to grow as an artist and connect with people who share the same passion.”
The support for the arts in New York’s public schools, particularly in districts like Lynbrook, plays a significant role in developing student talent, Ceglie said. The school’s arts department, he said, gave the cast of “Grease” an opportunity to talk with actress Didi Conn, who played Frenchy in the movies “Grease” and “Grease 2.”
Lynbrook’s proximity to Manhattan helped fuel Ceglie’s aspirations. “Being close to Broadway, I can take a 40-minute train ride to see a show or attend workshops,” he said. “It’s helped me understand what it takes to succeed in the city and prepared me for that lifestyle.”
The accessibility to professional theater is a privilege not all students across the U.S. can experience. While many states recognize arts education as a component of a “well-rounded curriculum” under the federal Every Student Succeeds Act, most do not provide dedicated funding or mandates for arts programs. States like Alabama, Mississippi and Oklahoma allow flexibility in how federal funds can be used, but do not prioritize arts education. Others, like Florida and Georgia, list the arts as an optional enrichment activity, leaving funding decision to local education districts.
New York stands out by explicitly prioritizing arts education, integrating it into state accountability measures and ensuring targeted funding through both its ESSA plan and dedicated state resources.
At Lynbrook High, the journey to a successful fall musical begins long before the first note is sung or the first line spoken. The theater program is inclusive, with auditions open to all students, regardless of grade level.
“We want everyone who’s interested to be involved,” Adrianna Schaefer, the director of fine arts, who help produce “Grease” said. “The theater is a safe space where students can express themselves and build lasting friendships.”
The planning for each production begins in May, Schaefer explained. And the staging of “Grease,” as is typical, relied on extensive collaboration within and outside the school community. The production team worked with Sunrise Theater Company, in Lynbrook, which lends props for school shows. Multiple faculty members handled the set design, painting and other visual elements with the help of about 24 students. “It’s really a full-effort collaboration by the entire production staff,” Schaefer said.
The rehearsal schedule alternated between staging, music and dance practices. Ceglie’s portrayal of Danny Zuko — played by John Travolta in the iconic 1978 film — involved extensive preparation. “I watched the movie multiple times and researched the time period to understand the context,” Ceglie said.
The rehearsals gradually built up to a full run-through before “tech week,” in which everything — from costumes to lighting and sound — came together.
For Schaefer, the most rewarding aspect of directing the productions is watching the students’ growth throughout the process. “My favorite part is sitting back and enjoying the final product,” she said. “It’s amazing to see the talent they bring to the stage after all the hard work.”
Reflecting on his performances, Ceglie said that they weren’t just about mimicking a famous character, he said. They were about honoring the work’s legacy while bringing his own interpretation to the stage.
“We’re fortunate to have students like Jack who are planning to pursue theater in college,” Schaefer said.
Ceglie plans to do that at the Norwalk Conservatory of the Arts in Connecticut after he graduates this spring.
As the landscape of public-school arts funding continues to evolve, the challenge will be to ensure that all students — regardless of their districts’ wealth — have access to the enriching experience that Lynbrook students enjoy. Despite the financial difficulties that many arts programs face, those in districts like Lynbrook offer hope, and evidence that with adequate support, they can thrive, nurturing a generation of students who will shape the future of the arts, Schaefer said.
“Especially this year, it’s been a really awakening time for me,” Ceglie said. “I’ve started to realize this is what I’m going to do in my career.”
