that are majority Black and Hispanic , and students who come from districts with an Economically Disadvan- taged population of over 50%. Additionally, those stu- dents who do perform with All-State groups perform lit- erature of mostly White American male composers. We find across students of NJMEA members, there is limited participation in non-traditional ensembles. Members are distributed inconsistently across districts, when viewed by racial demographic groups.
Reality Check: Addressing the Elephant in the Room
This data affirms a larger issue: Black, Hispanic, and
students from Economically Disadvantaged backgrounds have limited access to many of our All-State and Region ensembles. When we ask why this is the case, there is a need to examine ensemble based Music Education pro- grams happening in schools. It is critical to have the data, but we now need to ask why this is happening, and find ways to remedy the situation. Without remedy, the long term implications to Music Education are many students from tradition- ally underserved communities not participating in our programs. Additionally, when we factor in the current reckoning with race our country and society is currently experiencing, there is real risk of our programs becoming culturally irrelevant. Considering we all genuinely want all students from
all backgrounds to actively participate in our programs, these words sound harsh. We must address the elephant in the room.
So What Can We Do? We need to know why. Why is there a lack of access
to All-State and Region wide ensemble for tradition- ally underserved students? Understanding the data is the beginning. “Balcony level data” is useless unless indi- vidual teachers, schools, districts take actions to increase access to Music Education for all students.
The data report makes two recommendations for further research, through NJMEA:
• Collect, report, and analyze actual student demo- graphics for all NJMEA and Region sponsored student ensembles.
• Conduct a Music Participation Equity Survey with volunteer members, with data collected on their school/district’s participation based on ra- cial/economic demographics.
Individual Music Teachers can take steps such as:
• Compare the demographics of your ensemble to the total population of your school/district. If you do not have access to this information, ask your administrators; someone in your district has it! Information is also available on state-reported school performance reports.
• Review your Concert Literature from the past several years
• Encouraged your Music Teacher friends, who may not be NJMEA members to join.
• Identify steps you can take to remove financial barriers (including instrument rental/purchase costs) so more students can participate in Music programs.
Music is for all. It is our responsibility as educators to
ensure access for all students. It can be done, and it is my hope that we work to achieve this dream.
To review the full data report, scan this QR code:
JANUARY 2021
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