Thank you for interest in NAfME Student Programs. Please find below the applications for:

  • 2023 Collegiate Chapter of the Year
  • 2023 Collegiate Professional Achievement Award
  • 2022-2023 Tri-M Chapter of the Year Scholarship: Chapter Summary Report

The most important advocacy factors for music education at the state level are the state music education associations (MEAs) affiliated with the National Association for Music Education (NAfME). MEAs work with NAfME toward the general goal of advancing music education by promoting the understanding and making of music by all.
The Country Music Association (CMA) Foundation understands the need to create advocacy resources at the state level. Guided by the generosity of the country music community, the CMA Foundation focuses on improving and sustaining music education programs everywhere while supporting worthwhile causes important to the Country Music Association. Since its inception, the CMA Foundation has given more than $27 million to organizations enhancing the lives of students through the power of music.
The CMA is partnering with NAfME to administer State Music Education Association Advocacy Grants to support the work of our MEAs with the goal of augmenting existing advocacy initiatives and creating new advocacy opportunities.


  • Application process opens March 6, 2023 (12:00 am est).
  • Application process closes May 5, 2023 (11:59 pm est).
  • CMA will select three award winners and will announce them at this year’s NAfME National Assembly held in Washington, DC in the summer of 2022.
  • Grant awards will not exceed $4,000 thought exceptions may be made for innovative ideas with a cost above this range. Three applicants are expected to be chosen.
  • The purpose of these grants is to provide seed money to either enhance advocacy initiatives or start new initiatives.
  • Applications are to be submitted via the Submittable platform.

Only projects in advocacy will be considered. Innovative ideas tailored to a state’s advocacy needs are strongly encouraged. The following criteria is listed by priority:

  1. Helping advance legislation, initiatives, programs, or policies that promote diversity, equity, and inclusion and that are culturally proficient and responsive.
  2. Helping advance legislation, initiatives, programs, or policies that promote diversity, equity, and inclusion and that are culturally proficient and responsive.
  3. Professional development sessions on advocacy for music educators, music education parents, and/or other stakeholders at state conference or other related events.
  4. Advocating for stronger certification and licensure requirements.
  5. Building coalitions to create pathways that specifically advocate for or meet the diverse needs of the MEA and the students it serves. 
  6. Enhancing, implement, or creating state music and arts standards.
  7. Enhancing an MEAs Advocacy/Hill Day or helping facilitate an MEA’s inaugural Advocacy/Hill Day.
  8. Providing guidance that promotes music education examples for ESSA and other supplemental funding opportunities for music education.
  9. Provide a timeline for grant execution including important dates and expenditures.
  10. Provide an estimate of funds you currently spend on advocacy-related activities.
  11. Share any additional information that you would like to share to help us better understand your vision for your State MEA Advocacy Grant Application.


  • No grant money can be used to acquire professional lobbyists or additional staff.
  • All grant must be used for advocacy efforts for the federated state organization applying. No grant money may be used for an affiliate or other organization.

All U.S. states and territories regulate “lobbying activities”- this can include attempts to influence legislative decision and/or executive branch decision regarding existing or proposed laws, rules, regulations, policies, or other government actions. State lobbying laws vary significantly across the country. In some states, only the lobbyist, the person actually communicating with public officials, must register and file disclosure reports. In other states, the lobbyist and the person or entity compensating the lobbyist- often called “lobbyist principal” or “lobbyist employer”- must register and file reports. Many states also regulated “grassroots lobbying” – efforts to encourage members of the public to communicate with officials about issues. In addition, the amount and type of information that must be provided n a lobbying registration or report can vary from state to start.
Each applicant is responsible for determining whether the activities to be performed as part of their project will constitute regulated lobbying. The applicant is also responsible for complying with all lobbying registration and report requirements, including ascertaining who must register, the applicable registration fees, and the information that must be disclosed in the registration and periodic reports.

Please send questions to Jazzmone Sutton at

The National Chapter of the Year Program is designed to motivate and reward chapters that perform service projects, encourage Chapter Officers to perform their duties properly, and increase awareness and interest in what other Tri-M chapters are doing. Since 1985, Tri-M has given over $140,000 in Chapter of the Year Scholarship Awards to chapters across the country making a difference in their communities.

All active chapters are eligible to participate. The 2022-2023 National Chapter of the Year will be chosen by review of this Chapter Summary Report.

The Chapter of the Year Scholarship Award is intended to recognize the achievements of three Junior Division and three Senior Division Chapters in any given school year. Please note, chapters will be ineligible to win for three consecutive years.

Evaluation criteria include the below. Be sure to answer these questions when writing about your projects:

  • Did the Chapter set goals and carry out activities to meet those goals?
  • Did the project involve all or most of the chapter members?
  • Did the Chapter engage the entire student community in the project?
  • Did the Chapter engage the people in the general community in the project?
  • Did the project encourage academic scholarship?
  • Did the project encourage and promote musical achievement?
  • Did the project encourage service to the school and/or community?
  • Did the service project have a positive impact on the student, music department, school community, and community in general?
National Association for Music Education (NAfME)