On a crisp morning in Annapolis, BYAAC students climbed the steps of the Maryland State House not as tourists, but as advocates. The gold dome shimmered above them, and inside those historic walls, decisions were being made that would shape the future of Maryland’s public schools. This time, students weren’t just watching the process, they were part of it.
Accompanied by Maryland’s favorite former art teacher and delegate, Maggie McIntosh, Arts Education in Maryland Schools Director, Rachel McGrain, and Maryland Citizens for the Arts Executive Director, Nicholas Cohen, students moved through the halls with purpose. Delegate McIntosh, long a champion for public education and the arts, offered both guidance and encouragement, reminding students that their presence in those rooms mattered. For many, it was their first time seeing advocacy unfold so directly: bill numbers posted on hearing screens, legislators huddled in conversation, aides moving quickly between offices. The abstract idea of “policy” suddenly felt very real.
Throughout the day, students met with Delegate Regina Boyce, Delegate Stephanie Smith, and Senator Cory McCray. In each meeting, they shared personal stories about their schools, their classrooms, and the teachers who changed their lives. They explained why arts education is not an “extra,” but an essential part of a well-rounded, world-class education. Legislators asked thoughtful questions, listened carefully, and thanked students for showing up prepared and informed.
The focus of the day was Senate Bill 289: Concentration of Poverty School Grant Program – Personnel and Per Pupil Grants – Eligible Uses. At its heart, the bill would eliminate the sunset language that currently limits schools’ ability to use Concentration of Poverty Grant funding for core subjects, including the fine arts, beyond fiscal year 2027. For BYAAC students, this wasn’t just a technical amendment. It was about protecting access to arts education for the long term, especially in schools serving communities with the greatest needs.
The most powerful moment of the day came during testimony before the Senate Budget & Taxation Committee, when Marley Walter, a student at Baltimore City College, shared her story. Having moved between Baltimore City, Baltimore County, and Florida throughout her childhood, Marley spoke candidly about noticing gaps in curriculum and resources, particularly in the arts. Each move revealed differences in opportunity, and each return to Baltimore highlighted how inconsistent access could be.
“Access to funding for education matters to me,” she testified, “because students, regardless of where they reside, deserve to be prioritized both for educational and artistic opportunities.”
Marley spoke about how school can sometimes feel built around a narrow definition of intelligence, and how the arts provide both relief and revelation for students who may not always see themselves reflected in traditional academic success. She cited research showing connections between arts participation and rising GPAs in subjects like math and literature, but she also spoke about something harder to quantify: empowerment.
Art, she explained, gives students a voice. It creates space to process, to question, and to speak out, especially for young people who may feel marginalized or unheard. In a world where students often have limited opportunities to influence systems that shape their lives, creative expression becomes both outlet and catalyst. Supporting SB 289, she argued, ensures that schools can continue investing in that space for growth and possibility.
Through the experience, students gained a deeper understanding of how the legislative process works, and how their voices fit within it. What began as curiosity about “learning more about the governmental process” transformed into firsthand insight about testimony, committee hearings, and conversations with elected officials at the Maryland General Assembly. Students observed how ideas move from bill text to public debate, and how preparation, clarity, and courage matter in advocacy spaces. Reflecting afterward, Marley W. shared that her “rose” was that she “enjoyed testifying,” underscoring the confidence that comes from speaking directly to decision-makers. Semaiah echoed the sense of inspiration many felt, writing, “I loved the people we met and I was so inspired by the legislators. Looking forward to doing more advocacy work in the future.” Together, their reflections show that the trip was not only about supporting Senate Bill 289- it was about understanding democracy in action and recognizing themselves as active participants in it.
BYAAC’s trip to Annapolis was more than a day of advocacy. It was a living lesson in democracy. Students researched legislation, crafted arguments, met with elected officials, and publicly testified on a bill that affects their education. They experienced firsthand how policy is shaped, and how their voices can shape it too.
We are grateful to Delegate Boyce, Delegate Smith, Senator McCray, and Delegate McIntosh for welcoming and encouraging our students. Most of all, we are proud of the young advocates who demonstrated that when students are invited into the civic process, they rise to the occasion, not just as learners, but as leaders.
