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constant information, reinforcing the benefits of the product and realizing the audience is constantly evolving. They continually add force to their inertia so when they encounter that another force it will have less impact than had they not added power to the message. Advocacy may not eliminate the impact but it can definitely minimize the damage (change in direction) it could have on our music programs.
In a 1995 study in Hamilton, Ohio, string students who participated in pullout lessons averaged higher scores than the non-pullout students in all areas of the Ohio Proficiency Test. Sixty-eight (68) percent of the string students achieved satisfactory ratings on all sections of the test compared to fifty-eight (58) percent of the non-pullout students.
-Michael D. Wallick, “A Comparison Study of the Ohio Proficiency Test Results Between Fourth-Grade String Pullout Students and Those of Matched Ability,” Journal of Research in Music Education, 1998
Those of us that have been involved in music education for more than ten years have seen at least one music program negatively impacted by other forces. Block scheduling gradually undermines the finesse of ensembles or curtails enrollment. The pressure to improve MEAP scores results in less instructional time for beginning and intermediate band/orchestra classes. Team teaching creates oddly configured instrumental music classes that challenge effective instruction. Music programs carry a greater share of the budget burden when state funding is reduced so the core classes can maintain their financial stability. The popularity of soccer, hockey, equestrian
clubs, etc. creates demands on students’ time and parents’ resources. Another force.
The average scores achieved by music students on the 1999 SAT increased for every year of musical study. This same trend was found in SAT scores of previous years.
-Steven M. Demorest and Steven J. Morrison, “Does Music Make You Smarter?,” Music Educators Journal, September, 2000.
College students majoring in music achieve higher than students of all majors on college reading exams.
-Carl Hartman, “Arts May Improve Students’ Grades,” The Associated Press, October. 1999.
There is a very high correlation between positive self-perception, high cognitive competence scores, healthy self-esteem,
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