• 31,747 high school students, whose districts are greater than 50% economically disadvantaged, had access. 27.32% of the total high school students in that group.
• 84,443 (72.68%) high school students whose districts are greater than 50% economically disadvantaged did not have access to partici- pate in a Region level Instrumental Group
Based on District representation in All-State and Re- gion Groups, is the percentage of represented districts of Majority Racial Demographics reflective of the to- tal State or Region Majority Racial Demographics?
No. Consistently Districts represented in All-State
and Region groups, are those whose student popula- tion is majority White. Districts represented in All-State and Region groups are not reflective of the number of districts whose student population is majority Black or Hispanic. .
• Majority White Districts have an annual aver- age difference of 20% higher than the number of majority White Districts, statewide.
• Majority Black Districts have an annual average difference of about 8.5% below the number of majority Black Districts, statewide. There are several years where there is zero representation of majority Black Districts.
• Majority Hispanic Districts have an annual av- erage difference of about 8% below the number of majority Hispanic Districts, statewide. Again, there are several years where there is zero repre- sentation of majority Hispanic Districts.
• Considering during the time period, there is about an 89% gap between Majority White Dis- trict representation, and Majority Black District representation, and a 70% gap to Majority His- panic District representation.
The evidence is clear regarding estimated student
participation, during the time period: Students who participate in All-State and Region ensembles are major- ity White, from districts with few students considered Economically Disadvantaged (based on Free or Reduced Lunch), and come from districts that are Majority White.
TEMPO 22 Summary
When taking it into consideration all the data, we see a clear lack of access to NJMEA All-State and Region lev- el ensembles for students in specific demographic groups. Those groups lacking access are students from districts
MARCH 2021
Review of NJMEA Teacher Distribution We looked at NJMEA Music teacher distribution
across Districts, again in public schools (including Char- ter schools), based on SY 2019-2020. This was examined by Demographic and Socio-Economic groups, and com- pared to the total number of Music Teachers in the state.
District Representation: When compared to overall membership data, how represented are NJMEA mem- bers, when Districts are grouped by Racial and Socio- Economic demographics? Is there at least one NJMEA per District?
Overall about half of Districts, both Statewide
and Regions, have at least one member, where repre- sentation is not equally distributed across demographic groups. This is most pronounced when viewing districts by Black student populations (in groups by quarters based on student population). Meaning, if we consider “in range” being there at least one member in each dis- trict in the group, the count is 0 out of 4 times in range.
Individual Representation: When compared to over- all membership data, how many individual NJMEA members are teaching in Districts as viewed by Racial and Socio-economic demographic groups?
The data shows membership at 1,363 teaching mem- bers, with a total of 3,676 Music Teachers statewide; about one-third of all Music Teachers are members. Again, we find inconsistencies when viewing the distri- bution across Racial demographic groups. Defining “in range” as one-third of teachers being members, we find when looking at the Black student population, in groups by quarters based on student population, are in range half of the time, statewide. We do find socioeconomic groups are consistently in range, both statewide and in regions.
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