Passing The Test by Jonathan Tesser
It is crucial that music educators help their programs keep up with "No Child Left Behind"
A cornerstone of George W. Bush's 2000 campaign was education reform, and in January 2002 the president made good on his promise by signing into law the No Child Left Behind Act. By now you should be familiar with the basics: Every state must guarantee that all teachers are qualified in their subject areas, and each state is required to have public schools meet revamped academic content and achievement standards. To show that students have reached these goals, schools must offer standardized tests in reading and math each year for grades 3 through 8, and at least once during grades 10 through 12. Testing for science will begin with the 2007-08 school year.
While in theory it's tough to argue with the merits of these requirements, in practical terms NCLB has so far had a damaging effect on arts programs, including music, in school districts all over the country. With new standards in place, schools have been forced to add extra English and math classes for students who otherwise would fall short. As a result, in some cases at-risk students have been told to scale back their music studies and instead focus on their English, math and science.
This, however, was not the intention of NCLB, as was made clear in a letter sent to school superintendents in July 2004 by then Secretary of Education Rod Paige. You can find the letter at http://www.ed.gov/policy/elsec/guid/secletter/040701.html, but it's safe to say that the most important point it makes is "that NCLB included the arts as a core academic subject because of their importance to a child's education."
So the federal government does not expect NCLB's goals to be met at the expense of music education. Which means that although NCLB has created a more challenging environment for music educators, and it may be more difficult to build and maintain a thriving music program, you shouldn't pack away your batons any time soon. Just ask Marcia Neel.
"Last year we had a middle school where the orchestra teacher lost 20 students in one fell swoop," says Neel, Supervisor of the Secondary Music Program for Nevada's Clark County schools. "That was because they were not meeting a specified achievement goal, whether it was math or science or something else. They were pulled out of the music program so they could be given help to catch up. Then, as soon as they did, they went right back into the orchestra program. Of course, at that point they're behind in music."
Realizing this could become a regular scenario under NCLB, Neel has formulated a plan she hopes will prevent students from losing ground in music while they spend extra time getting up to par in other subjects. "We've talked about setting up a pilot program," she explains. "It will be an after-school program where we would pay a teacher to stay for an extra hour to teach kids who need help in English or math or whatever. That way we're not dropping those kids off the chart in music for a semester. If it works, we'll look into replicating it district wide."
Admittedly, Neel has the resources to try something like this. But this kind of approach can be taken only when a school district's decision-makers support the music program. How do you help them understand the importance of music to kids' lives? By becoming active advocates for music education in your school system. To a large extent the response to NCLB has been focused on the subjects being tested, but the law quite clearly says the emphasis should be on using proven methods and effective techniques to teach kids. There are plenty of studies that have shown the many ways children benefit when they study music. Doing your part to ensure that administrators and superintendents know this is a greater necessity than ever before.
"Music educators are the busiest people in the school," Neel says. "It's difficult for them to be the comprehensive educators that we expect them to be, plus be the advocates for their program, but that's really what they need to do."
Working with NCLB also requires a willingness to search for answers to the challenges it presents. Neel has little time for those who only want to bemoan the negative aspects of the Act. "If you're not about saying how do we fix it and how can we look for solutions, then go jump in a lake. Somebody has to step up and say 'Here's a way we might be able to do this.'"
For example, Neel and her staff have found that the student teachers in her district do well when working with kids from at-risk schools. "The students really love these student teachers, and the student teachers become impassioned with these kids," she explains. That's why she will likely use some of these student teachers in the pilot program she's putting together.
Another approach has students helping students with their studies. "A band director at one of our at-risk schools set up peer coaching opportunities for students," Neel says. "Kids who had been pulled out of band to get help in another subject came back after school, and some of the other kids they played with in band worked with them on the music they were missing so they wouldn't fall behind. Or the students needing help might work with other band members who excel in math or science."
Ultimately, it's about making sure that everyone understands and remembers the important role that music studies play in a child's life. A huge motivation for many kids to improve in the core study areas emphasized by NCLB is that they can then go back to their music classes.
"In Clark County we have a large Hispanic population, so many of our students have challenges when it comes to English," Neel explains. "However, they do speak the language of music, and everybody knows that music is what keeps them engaged and in school. But we can't just say, 'Oh well, let's have them be deficient in math or English and that's OK.' That's not good either. Obviously, these kids have to gain the skills they need to function in and contribute to society when they grow up."
There is no doubt that the No Child Left Behind Act has changed the playing field for educators across the country. That doesn't mean, however, that music programs cannot succeed under this new law. Of course, you have to know what's in the law so you can use it to your advantage. Take the time to read it; be sure you understand it. And take Marcia Neel's advice.
"Every moment of your life you need to be saying, 'What more can I do to help kids?' When you put kids at the center of anything, whether it's music, or art, or math or science, and you make it about learning, things just grow."
