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Students who study music and the arts in school achieve higher test scores in reading and math, have lower dropout rates, and learn more skills that are transferable to other academic and social endeavors. In September 2006, a study published in BRAIN: A Journal of Neurology (Oxford University Press), noted that young children who received a year of musical training showed brain changes and superior memory compared with children who did not receive the instruction.
In a 2006 Harris Interactive Poll, the vast majority (96%) of school principals interviewed agreed that participation in music education encourages and motivates students to stay in school. Further, 89% of principals feel that a high-quality music education program contributes to higher graduation rates.
In a 2006 U.S. Gallup Poll, 94% of respondents to believe music is part of a well-rounded education and that schools should offer musical instrument instruction as part of the regular curriculum. In addition, 85% believe participation in school music corresponds with better grades and higher test scores.
The arts are defined as core academic subjects in the current version of the standards-based education legislation known as No Child Left Behind (NCLB), slated for reauthorization in 2007. Yet NCLB has led to the measurable erosion of arts education in our schools. A recent report from the Center for Education Policy concludes that since NCLB’s enactment in 2001, 22% of school districts surveyed have reduced instructional time for art and music so that more time can be spent on preparation for mandated standardized tests in math and reading. As Congress discusses reauthorization of NCLB, it must address this unintended consequence of the law.
Because education decisions that impact our children truly are made at the local and state levels, we all have the power to help determine the amount of arts instruction time in our districts. School officials respond to their constituents’ viewpoints, particularly if advocates are well informed and focused on the needs of children.
What can concerned parents do?
- Get comfortable with the language of school budgets; learn how decisions are made.
- Create a local coalition of concerned parents and civic leaders.
- Attend a school board meeting; verbalize your support for arts education in your community.
- Publicly celebrate the success and popularity of your school music and arts programs; invite the local media to a school art exhibit, dance, or music performance and use this time to educate reporters on local budget issues.
- Be proactive. Track the timing of school budget decisions in your community, but make your case for arts education all year.
Align with other arts and civic organizations that support your mission.
- Build allies for good-quality arts education at the state and local levels.
- Identify state legislative initiatives that affect your programs; visit your congressional representatives and raise their awareness.
- Write letters to the editor of your local newspaper outlining the benefits of school music and arts education.
- Keep conversations focused on the needs of the children.
Today’s five year olds will reach retirement age in 2070. Most of us have little idea what work and society will “look like” then. By maintaining music and arts instruction in school, and the integration of learning that these subjects provide, our children will be equipped for success, no matter what changes may come.
Sandra Kilpatrick Jordan is the coordinator of the SupportMusic Coalition (www.supportmusic.com), which unites more than 120 organizations, including the national PTA organization, California PTA, and Indiana PTA, in support of music and arts education for all children.
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