THE NEW JERSEY MUSIC EDUCATORS ASSOCIATION a federated state association of NATIONAL ASSOCIATION for MUSIC EDUCATION News From Our Board of Directors
What can you identify as areas that need to be addressed based on the data you’ve collected? The data clearly shows the need to expand outreach to many traditionally underserved student populations. The estimated student
participation was not reflective of the overall 9-12 student population. However, it is important to note that we analyzed data for students who participated in an “above and beyond” musical activity. That being said, there is a clear need to “peel back the onion” and determine why districts that serve traditionally underrepresented student populations are underrepresented in NJMEA sponsored student programs. To do this, there is a need for all districts to determine how inclusive their music programs (and in particular ensemble programs) are of all student demographics.
How are you planning to use this data at your district level? How can it be used at the school level (for our peers and colleagues) and at the State level (NJMEA and others)? This data report is a “balcony level” view of one aspect of Music Education in NJ. With that mind, it’s my opinion that any balcony
level data set is useless until individual educators take concrete actions to change that data for the better of their students. It is my recommendation that individual educators and schools use the processes outlined in the data report as a model, to review their own data. All public schools maintain student demographic data. If you are not sure how to find it, or can not access it, reach out to your
Administration. Demographics are also available on the annual School Report Cards. By simply reviewing your school and district overall student demographic data, and comparing that to student demographics of your ensemble. The key question, how reflective are your ensemble’s student demographics, when compared to the total student population? For example, if the school’s total population is 90% demographic A, and 10% demographic, your ensemble is 90% demographic B and 10% demographic A, your ensemble is only drawing from the smallest student group in the entire school. This is an extreme example of the ensemble not being reflective of the school. As we approach next school year, and we begin our ensemble recruitment process, use your demographic data to target your efforts.
If you find your ensembles not reflective of specific demographic groups what can you do to improve those numbers? For example, if your instrumental group has a low population of Economically Disadvantaged students, why is this case? Can they not afford the instruments? Are there steps you can take or advocate for increased access to instruments?
• What do you see as your next steps? The report makes two recommendations for further research to be supported by NJMEA, and made publicly available: • Collect NJMEA (All State and Regions) Ensemble Equity Data with actual student demographics during SY 21-22 (pending COVID normalcy). - Events that students participate as a school-group director would complete a demographic survey of the ensemble membership (not revealing specific student identifying info)
- Events that students participate as individuals, either audition or recommended, students would be asked to complete a demographic survey, with an option to chose not to participate
• Music Participation Equity Survey: asking volunteer members to review and submit individual school and district Music Programs with an Equity Lens. - Performance Literature Review - Student participation demographic survey (not revealing specific student identifying info)
The New Jersey Music Administrators Association is inviting our members to our remaining session for the 2020-2021 academic year:
June 4: Traversing the ‘New Normal’: A Reflection on 2020-21-Roundtable – Facilitator: Jonathan Harris, NJMAA President
Also, if you are in a district where you are supervised by a ‘non-arts’ administrator, please share this information with them, and encourage them to reach out to NJMAA for more information and any assistance they may need. For more information, please visit:
www.njmaa.org
TEMPO 12 MAY 2021
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