94% of elementary schools and 91% of secondary schools offered specific music designated instruction in the 2009-10 school year, according to the National Center for Education Statistic’s
Arts Education Study.
In an economy with education monies shrinking like clothes left too long in the drier, the fact that more than 90% of all schools still offer music education, sometimes considered a superfluous cost, seems exceptional. This statistic may lead us to believe that educators are listening to the data that proves music education makes better students. Here are a few findings from the National Endowment of for the Arts study of
The Arts and Achievement of At-Risk Youth:
- Students with arts-rich experiences showed higher overall GPAs than students without those experiences.
- Students who earned many arts credits were five times more likely to graduate than students with few or no arts credits.
- Both 8th-grade and high school students who had high levels of arts engagement were more likely to aspire to college than were students with less arts engagement.
- Students who had intensive arts experiences in high school were three times more likely than students who lacked those experiences to earn a bachelor’s degree. They also were more likely to earn “mostly A’s” in college.
While the majority of students in the United States have access to public music education, there is a wide range of quality of that education. An
NPR blog post on the same topic sheds some light on the disparity between what schools offer and what students actually receive. Richard Kessler, Dean of Mannes College The New School of Music and former Executive Director of The Center for Arts Education notes, “What the data isn't telling you is that you can have schools where there is one music teacher and 1,000 students. Some of those students are going to get music and some of those students aren't.”
The recent studies break down music education according to socioeconomic status (SES) of the schools. SES is determined by the percentage of students in a school district that qualify to receive free and reduced-cost lunch. According to the chart below, it is clear to see that as poverty increases, access to music instruction, arts specialists, number of music classes, a district curriculum guide, and dedicated music rooms decrease.