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Burton, Suzanne L.; Knaster, Jenna; Knieste, Maria – Journal of Music Teacher Education, 2015
A nationwide sample of undergraduate music education majors (N = 260; 69% completion rate) completed an electronic survey to determine awareness of music and general education policy and advocacy efforts. Students reported concern with the impact of policy on school music programs and their future careers. They were informed about music education…
Descriptors: National Surveys, Student Surveys, Undergraduate Students, Music
Shaw, Ryan – Music Educators Journal, 2022
Teacher-focused accountability started to ramp up in the United States in 2007-2010 as the focus of accountability shifted from schools to individual teachers. Since that time, there has been a remarkable amount of change to the way that teachers are evaluated, and music teachers have been placed squarely under the microscope of accountability. In…
Descriptors: High Stakes Tests, Music Teachers, Music Education, Teacher Evaluation
Shuler, Scott C. – Arts Education Policy Review, 2014
Changes in education policy--particularly at the federal and state levels--during the current era of ideologically and profit-driven "education reform" threaten balanced education in general and music/arts education in particular. Emerging answers to a number of pivotal questions will determine the future of the arts, arts education, and…
Descriptors: Art Education, Music Education, Educational Policy, Advocacy
Beveridge, Tina – Update: Applications of Research in Music Education, 2022
In this literature review, I explore poverty, the barriers to participation that exist for students in poverty, and why this issue should matter to music educators. Research findings about students and poverty generally fall into three categories: logistics, teacher attitudes, and policy. I identify participation barriers in each of these…
Descriptors: Music Education, Poverty, Barriers, Student Participation
Gara, Taylor V.; Farkas, George; Brouillette, Liane – Arts Education Policy Review, 2022
It has been asserted that the test-based accountability of No Child Left Behind (NCLB) increased instruction in tested subject areas reading and math, leading to reductions in arts education. We tested this using two waves of data, before and after NCLB implementation, in a difference-in-differences design. The analyses indicated that the total…
Descriptors: Federal Legislation, Educational Legislation, Accountability, Educational Policy
Gilbert, Ashley Danielle – Arts Education Policy Review, 2016
Federal laws and funding initiatives, such as the No Child Left Behind Act and the Race to the Top campaign, have created an increasing incentive for schools nationwide to document student progress, standardize assessment practices, and evaluate teachers according to student success. In response, the Common Core State Standards, a popular yet…
Descriptors: Music Education, Educational Assessment, Teacher Evaluation, Common Core State Standards
Walker, Loretta Niebur – Arts Education Policy Review, 2015
This is the second of two articles reporting the results of a study by the author regarding the status of elementary music education in the state of Utah. This article focuses on the qualifications of Utah's elementary music teachers (music certified, elementary classroom certified, artists-in-residence, volunteers, and paraprofessionals) and the…
Descriptors: Music Teachers, Elementary School Teachers, Music Education, Qualifications
Vagi, Robert – Arts Education Policy Review, 2014
Recently, state and federal legislators have emphasized teacher quality in their efforts to improve public education. Many reformers believe that merit pay may prove invaluable in attracting highly qualified educators to the workforce and retaining them, as well as in improving students' test scores. While merit pay's ability to recruit and retain…
Descriptors: Merit Pay, Music Education, Teacher Effectiveness, Teacher Motivation
West, Chad – Arts Education Policy Review, 2012
Prior research suggests that the No Child Left Behind Act (NCLB) is having an adverse effect on school music programs, particularly in schools that have not made "adequate yearly progress." In many instances, music programs are being reduced or eliminated, music teachers are being required to assist with the teaching of other subjects,…
Descriptors: Music Education, Music, Federal Legislation, Educational Improvement
Branscome, Eric E. – Arts Education Policy Review, 2012
President Obama recently described America's current economic, societal, educational, and technological circumstances as "our generation's 'Sputnik' moment." If history repeats itself in the twenty-first century, music educators may face a situation similar to that which developed in the 1960s concerning the impact of education reform on…
Descriptors: Music Education, Educational Change, Curriculum, Advocacy
Beveridge, Tina – Arts Education Policy Review, 2010
Since the Bush administration enacted the No Child Left Behind Act (NCLB) in 2002, lawmakers and school administrators have questioned what changes, if any, the Obama administration will make. This article discusses the effects of NCLB on nontested subjects, specifically music and arts in the general curriculum. Major effects on scheduling and…
Descriptors: Fine Arts, Federal Legislation, General Education, Music
Persellin, Diane Cummings – Arts Education Policy Review, 2007
The United States has achieved nearly universal access to education and has witnessed a phenomenal growth in the number of children who attend child care programs. In addition, researchers and practitioners are making notable advances in the field of early childhood music. Many preschools, however, feel pressure to accelerate learning for young…
Descriptors: Early Childhood Education, Music Education, Music, Federal Legislation
Castellanos, Dalina – Teaching Tolerance, 2011
The passage of the No Child Left Behind law in 2001, which measures student achievement based on English and math scores, has pressured schools to cut the arts. A 2006 survey by the Center on Education Policy found that 44 percent of school districts had increased time for English and math while cutting time for other subjects. And a follow-up…
Descriptors: Federal Legislation, Academic Achievement, Followup Studies, Art Education
Rothstein, Richard; Jacobsen, Rebecca – Principal Leadership, 2009
From the time of the Founding Fathers to the late 20th century, U.S. citizens have expected their schools to teach math and reading--and also social studies, history, science, the arts and music, character development, citizenship education, work skills, and emotional and physical health and fitness. Yet because No Child Left Behind (NCLB) and its…
Descriptors: Educational Policy, Federal Legislation, Outcomes of Education, Accountability
Arts Education Policy Review, 2008
As part of an ongoing study of the impact of the No Child Left Behind Act (NCLB), the Center on Education Policy (CEP) conducted a deeper analysis of 2006-07 survey data first reported in July 2007 on the amount of instructional time devoted to specific subjects. This follow-up report takes a closer look at the shifts in instructional time for…
Descriptors: Time on Task, Elementary Education, Mathematics Instruction, Language Arts
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