CounterPoint | The NAMM Foundation

08.24.2006

Focus on Issues & Decision Making: Educational Reform Movements: Middle Schools, Part 3 of 3

The Positive Impact of the Music Coalition

This case study detailing the adoption of one middle school concept still astounds me. It’s a clear example of how much power the public wields in the decision-making process and, while I doubt it’s a typical example, perhaps it should or could be! I hope reading it will inspire you and your music coalition to be actively involved in your school district.

What follows is a true story.

08.15.2006

Focus on Issues & Decision Making: Educational Reform Movements: Middle Schools, Part 2 of 3

In Part 1, we took a brief look at the middle school concept of education. In this segment of my three-part series, you'll read about some of the potential positive and negative impacts the middle school concept may have on music programs.

Whenever a group of concerned parents of music students contacts me about impending changes, I ask a few basic questions:

08.08.2006

Focus on Issues & Decision Making: Educational Reform Movements: Middle Schools, Part 1 of 3

For several decades now, I have watched school districts switch from junior high to middle school configurations, and back again, in cyclical patterns that have sometimes led me to question the motivation of the decision-making process. It is not my intent in this three-part series to evaluate the middle school movement. Rather, I’ll reveal some of the secondary motivations for these changes and present the issues that may have positive or negative impact on the ability of all students to make music.

08.01.2006

Focus on Issues & Decision Making: Educational Reform Movements: Trimester System and Year-Round Schools

Even though we’ve concluded our examination of the most common types of educational reform movement scheduling options, there are two remaining forms of scheduling I’d like to present as an addendum to this 10-part series. There are only a few districts where these systems are being used, but music education advocates do need to be aware of their potential impact on music programming.

06.30.2006

Focus on Issues & Decision Making: Educational Reform Movements: Part 10 of a series - Decision Time!

At the previous meeting of the Task Force on Scheduling, a sub-committee was asked to compare and contrast the key issues of seven scheduling options.

They developed a handy table summarizing the main issues and also shared some important observations to help everyone analyze all the information.

06.22.2006

Focus on Issues & Decision Making: Educational Reform Movements: Part 9 of a series - Three Perspectives on Block Scheduling

At the previous meeting of the Task Force on Scheduling, members listened to the administration’s presentation and recommendation to adopt one of two forms of block scheduling. This week, the Task Force members planned to divide into two groups to discuss the pros and cons of the two block scheduling options (4 x 4 and A/B).

06.18.2006

NEWS FLASH!! CA Advocates Secure Historic Funding for Arts Education

Way to go, California Arts Education Advocates & Elected Officials!

On June 30, 2006, the California legislature designated the largest ever state-funded expenditure for music and arts education in public schools. Schools will receive an estimated $105 million in annual funding for arts and music education AND a one-time allocation of $500 million for arts, music and physical education equipment over the first year.

This funding stream will go to every school district in California.

06.13.2006

Focus on Issues & Decision Making: Educational Reform Movements: Part 8 of a series - Two Options for Four-Period Block Scheduling

After calling this meeting of the Schedule Task Force to order, the administration distributed a large packet of information in support of its proposal to adopt a Block Schedule format.

The administration started by reminding members about the initial goal of the Task Force – to eliminate the grades 9 and 10 scheduling “bottleneck - and then suggested that research showed adopting the Block Schedule would be the best way to meet this goal.

06.06.2006

Focus on Issues & Decision Making: Educational Reform Movements: Part 7 of a series - Block Scheduling and the Music Student

As you know from previous articles in this series on Educational Reform Movements, the administration at Students Central School District (SCSD) has proposed that the high school adopt a Block Schedule format. Members of the Schedule Task Force have been meeting regularly to examine various options. This week, a Task Force sub-committee (comprised of the Music Coalition and Administrative representatives) met to identify and discuss potential music program issues related to the Block Schedule concept.

But first, a little bit of definition about the Block Scheduling format.

05.30.2006

Focus on Issues & Decision Making: Educational Reform Movements: Part 6 of a series - Rotating Schedules

This week, we continue to follow the meetings of the Schedule Task Force of Students Central School District (SCSD).

At this meeting, it was determined that one or more of the scheduling reform options discussed must be eliminated as not feasible. The Executive Committee felt this was necessary to allow the Task Force to achieve its primary mission to facilitate a change in schedule. As previously discussed, the following conditions (as established by the School Board and Administration) must be met: