Filled with superlatives, quotes, signatures and “H.A.G.S.” messages, school yearbooks celebrate the joy, inside jokes, school pride, loss, change and the overall story of the year. Behind every page, is an effort — often by student yearbook clubs — to document academic life.

This tradition back to the 19th century — thanks to Boston-based photographer George K. Warren — who encouraged college students to bind and trade their “graduating class pictures.”

As school communities evolve, yearbooks remain a time capsule that preserves how students and educators saw themselves and each other. 

Here’s a visual journey spanning decades, exploring the nostalgia and joy of the last day of school:

As an arts educator and a mother of a K-12 student, I see firsthand how arts integration provides students with a space to express themselves, collaborate with peers, and engage more deeply in other subjects. The arts deepen my students’ learning, helping them apply skills within new contexts. 

that being involved in the arts helps students perform better academically and develop critical life skills like problem-solving, collaboration, and adaptability. Students with four years of arts or music education have a graduation rate of 90%, compared to 73% for those without. I teach grades 7 through 12; like Max, many of my students apply their math and literacy skills in the arts in meaningful ways. 

As debates fiscal priorities, an proposes significant cuts to key school-related programs, including eliminating federal funding for Arts in Education grants that provide access to art for students in low-income communities. If these proposed reductions come to fruition, Gabrielle and Max would lose programs like my photography class. This wouldn’t just impact art instruction, but also math outcomes and the ability of my students to develop critical thinking skills.

It’s time to explore viable and creative paths to support arts education locally to re-engage students like Gabrielle and Max in their learning. Here are three things to consider:

Low-income schools need access to arts and arts integration. My child lost his access in 5th grade at his school because the arts instructors rotated between schools. In contrast, I worked with a school in a high-income area where elementary students had access to robust arts programs. Correcting this disparity would ensure students in underfunded schools have as much access to arts as affluent students in our state.

Arts education can be strengthened by supporting alternative pathways into education and teacher preparation programs. My master’s degree in art is invaluable in giving my students real-world insights into post-secondary education and what a viable career in art might look like. The teacher preparation program I attended has helped me to understand the diverse needs of my students and effective classroom management. We must continue to invest in teacher preparation programs and in teachers’ ongoing professional learning, ensuring we stay up to date with the latest artistic trends, educational research, and teaching techniques. 

Enhanced funding for arts across schools and districts allows students to engage in creativity and innovation, which can motivate them to stay in school. My charter school offers a robust career and technical education program that includes arts-related careers and arts-integrated curriculum, such as using arts learning to deepen their understanding of anatomy. 

My students tell me that this is what keeps them feeling engaged, supported, and excited to come to school to learn. In addition to photography, students at my school can take 3D modeling, film, animation, graphic design, electronic integrated arts, computer repair, comic book and storyboarding, among other courses. Many of our students leave the school with a career-ready portfolio that allows them to move directly into a professional career in the arts or a related field.

My photography class helped Max to expand his math skills and empowered Gabrielle to support a classmate’s growth. My students learned that arts are connected to math—and beyond. Arts education isn’t just an extracurricular activity; it’s essential in developing well-rounded citizens. If we truly value education, we must protect and expand access to the arts, which will help ensure improved student outcomes and alignment to higher-wage careers. For Max, the arts helped him to feel more empowered to try in math; it gave him the idea that he can overcome any obstacle in his life. I am hopeful he will carry that forever.

“This is a big step forward for public education,” former Los Angeles schools superintendent Austin Beutner said in a press release. “It’s the first guaranteed increase in funding for California public schools since Prop 98 was passed by voters 34 years ago.”

With widespread support, including celebrities such as Dr. Dre and Lil Baby, the measure’s 61.6% voter approval was expected.

Proposition 28, which provides funding for K-12 courses typically cut from school budgets during lean fiscal periods, won’t raise taxes. Instead, the measure creates an annual funding stream by requiring the state to direct 1% above what is legally required to spend on education for arts and music programs.

There will also be more funding set aside for public schools in low-income neighborhoods.

“A good education is the best path out of poverty for many and the promise of opportunity for all,” Beutner said.

The shouting referred to California’s Proposition 28, a ballot initiative that aims to pump at least $800 million into K-12 arts and music programs.

It comes with a pleasing selling point: It won’t increase taxes. That’s one reason no one is raising money to defeat the measure — a relief to former Los Angeles schools chief Austin Beutner, who led the effort to get the question on the ballot and donated over $4 million to the cause.

As superintendent, he and the unions often butted heads. But on that early October day, union members joined him in asking managers of a sandwich shop and a crowded breakfast joint to hang campaign signs in their windows.

“We just want to make sure people know what Prop 28 is,” said Beutner, adding he’s encouraged by the positive reception the measure has received. “It’s been a long time since we’ve had the community of California in support of public education.”

From New Mexico to Massachusetts, voters will decide on several education-related ballot initiatives when they head to the polls Nov. 8. Most propose to raise taxes for additional school funding, but others could decide if all students should get free meals or whether lawmakers can override state board policy.

The California arts measure, however, is decidedly more high profile, attracting support from some big names in the entertainment industry. To promote the initiative, Beutner shared the stage with rappers Dr. Dre and Lil Baby. In San Pedro, “Lord of the Rings” actor Sean Astin pitched in.

“Our members absolutely champion arts and music education in schools. It’s what we’ve built our life and our career on,” said Astin, representing the Screen Actors Guild-American Federation of Television and Radio Artists. “We think every child, every student deserves [to be] exposed to the arts and music in their public school.”

‘The most impact’

Twenty-three states currently provide grant funding for arts education or have a school for the arts, according to the Arts Education Partnership, a project of the Education Commission of the States. But generally, states aren’t required to fund them, said Mary Dell’Erba, the Partnership’s assistant director. Some states fund arts efforts through license plate fees or lottery funding.

Proposition 28 is unique, she said, not just because of the large sums of money it would generate, but the priority it places on arts funding in the state budget.

Called Arts and Music in Schools, the measure would require that 1% above what the state is legally required to spend on education be directed toward the arts. In years when revenues decline, the funding wouldn’t be cut any more than the overall K-12 budget.

Eighty percent of the funds would go toward arts teachers. And while all schools would have access to the funding, 30% would target low-income schools.

To Malissa Shriver, chair of Turnaround Arts: California — a nonprofit that supports school improvement through the arts — that’s huge. When her program began, she said it was hard to find schools that met the organization’s requirement to employ credentialed art teachers.

She gave Beutner credit for “knowing how money bleeds out into administrative costs” and for designing the proposition “in such a way it can have the most impact.” Only 1% can be used for administration and the rest can go toward materials or teacher training.

She argues that along with students’ math and reading achievement, creative expression can help students regroup socially and emotionally after many months of pandemic isolation.

But even if the measure passes, it will face challenges. One is staffing.

“Just because there is a requirement that the funding support educators doesn’t mean there will be educators to hire,” Dell’Erba said.

Some editorial writers have criticized the measure as “ballot box budgeting” and said the state shouldn’t tell local school boards how to spend money.

‘Be who we want to be’

Beutner’s crusade stems partly from his own experience. A shy student in elementary school, he gained confidence after learning to play the cello in fifth grade.

“I could perform in front of thousands of people before I could speak in front of tens of people,” he said. “It all started with that sense of belonging.”

The San Pedro High 12th graders who campaigned with him that day — some dressed in cheerleading uniforms, others holding handmade signs — agreed.

Miki Vasquez, a senior, said art and music “lets us be who we want to be.”

Chris Soto said he’d take a guitar class if one were available. And Isabella Menzel, a first-time campaigner, shouted, “This is the most excited I’ve ever been.”

One student brought “Lord of the Rings” volumes for Astin to sign. After chanting with the students for a few blocks, Astin left early. Currently a graduate student at American University in Washington, studying public administration and policy, he said he had homework to do. “I have an essay due in six hours.”

Other state initiatives

While Proposition 28 might be the ballot measure with the most star power, it’s not the only education initiative to come before voters on Nov. 8. Here’s a rundown of the rest:

Colorado: The Healthy Schools Meals for All program would fully reimburse districts for offering students free breakfast and lunch, regardless of family income. It would also increase pay for school nutrition staff and offer training and equipment to make meals from scratch. To pay for the program, the initiative would cap income tax deductions for those making $300,000 or more. There is no organized opposition to the measure, but one lawmaker who voted against putting it on the ballot said he had a “fundamental problem” with subsidizing meals for students whose parents can afford to pay.

Idaho: An advisory question on the ballot asks voters whether they approve or disapprove of HB 1, a bill lawmakers passed this year that would change the tax rate structure to free up $410 million annually for public schools. The ballot measure describes the additional funding as “the single largest investment in public education in Idaho history.” According to HB 1, the outcome of the vote will guide the legislature on whether the changes become permanent. But one political scientist described the non-binding proposition as a campaign ad for Gov. Brad Little and lawmakers who supported the bill.

Massachusetts: Question 1 would amend the state constitution to tax millionaires an additional 4% above the existing 5% flat-rate income tax. According to supporters, the Fair Share Amendment would raise roughly $2 billion for public schools, higher education, road maintenance and public transportation. They argue additional revenue is needed to address educational inequities that grew because of the pandemic. The Coalition to Stop the Tax Hike Amendment argues the measure is deceptive because it would apply to one-time transactions like selling a house. They also say it would allow lawmakers to create new tax brackets and higher rates that would eventually affect the middle class.

New Mexico: Amendment 1 would set aside roughly $150 million annually from the state’s Permanent School Fund for early-childhood education and about $100 million for teacher compensation and programs serving students at risk of failure. The fund comes from oil and gas revenues and capital investment returns. The measure seeks to increase the distribution of the fund from 5% to 6.25%.

If voters approve it, the measure would need final approval from the U.S. Congress because early-childhood education was not one of the approved uses written into the federal law. There is no organized opposition to the measure, but a Republican lawmaker who voted against placing it on the ballot said withdrawing more from the fund would leave fewer resources for the state’s children.

Voters will also decide Bond Question 3, which would authorize almost $216 million in bonds for capital projects, including those at tribal schools, a child psychiatric center and an Albuquerque preschool that serves deaf children.

Rhode Island: Question 2, placed on the ballot by the state legislature, asks voters to approve $250 million in bonds for school construction and renovation. .

West Virginia: The state legislature would get final say on any rules or policies passed by the Board of Education if voters approve Amendment 4. Republicans in the legislature pushed for the measure, arguing that regulations governing schools should be left to those elected by voters, not an appointed board. But opponents, including former state Superintendent Clayton Burch and Miller Hall, former state board president, argue the proposed amendment would subject education to more partisanship and would lead to inconsistency in learning due to changes in the legislature.