The number and quality of musical instruments, along with materials, are high on parents’ lists of “must haves” for a quality program. But many teachers report that these essentials are in short supply.
More than 80 percent of teachers, and nearly as many parents, say that the time allotted to music education—adequate rehearsal time, class duration and class frequency— is important for a quality music education program.
Asked about 15 possible ways to cut school budgets, both teachers and parents are more willing to make cuts in 12 of the 14 other curricular, administrative and service areas than cut music and arts education. Only the number and salaries of teachers are more sacrosanct.
Substantial majorities of teachers and parents believe budget cuts in music programs hurt students and that music is not as adequately funded as other core subjects. Most teachers and parents rate the funding for their own school’s music program as average or worse.
Majorities of both parents and teachers are aware of research on the effects of music on the developing brain, and have personally experienced the benefits of music education on their own children or students.
Majorities of both parents and teachers see a myriad of social-emotional, academic, 21st century skill, community, and physical and health benefits from music education—especially social-emotional benefits.
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