National Survey Identifies Best 100 Communities for Music Education

BUENA PARK, CA (April 9, 2004) — An annual survey by a partnership of Yamaha Corporation of America and other leading music and educational organizations today named the Best 100 Communities for Music Education in America for 2004. Representing 30 states, the roster includes school districts whose commitment to quality music education – measured across a variety of economic, curricular and programmatic criteria – has enabled them to excel despite the many pressures that are hampering programs across the country.

The Best 100 list is appended below, and the complete results, along with background information on music education and the survey, can be seen in their entirety at www.amc-music.org.

The unveiling of the survey results is part of "Music In Our Schools Month," an annual observance that highlights this vital topic. In a recent nationwide Gallup Poll, 93 percent of Americans said that schools should offer musical instrument instruction as part of the regular curriculum. The mental and physical benefits of active music making have been well documented over the last decade. However, tight budgets in many of the 50 states have squeezed school music budgets, and the standardized testing requirements of the federal "No Child Left Behind" legislation have led many districts to take even more time away from music. This effect was observed by many respondents to the survey in their own communities.

This year's survey was conducted jointly by the country's top organizations devoted to music and learning. The American Music Conference joined MENC: The National Association for Music Education, The Mr. Holland's Opus Foundation, The Music for All Foundation, The Music Teachers National Association, The National School Boards Association, Yamaha Corporation of America and VH1 Save The Music Foundation in creating the survey and interpreting the results.

For the fifth year in a row, Perseus Development Corp. of Braintree, MA donated its time and expertise to implement the web survey and to analyze the data it generated.

Because the criteria in the survey are measured proportionally, large communities and small ones are able to participate on an equal footing. Indeed, the results bear out the conclusion that communities at varying levels of affluence have an equal chance as well. More than anything, the key to quality music education appears to be a matter of will. Where people value music and resolve that their children won't be denied its benefits, parents and educators find a way to succeed.

"There isn't a town in America where people would accept sub-standard math or English education," says AMC Executive Director Rob Walker. "What people are coming to realize in communities like our 'Best 100' is that active participation in music, with all its proven benefits for mind and body, is no different. A child who grows up without music has lost an opportunity that will never come again."

The College Entrance Examination Board has found that students in music appreciation scored 63 points higher on the verbal and 44 points higher on the math sections of the SAT than students with no arts participation. U.S. Department of Education data on more than 25,000 secondary school students found that students who report consistent high levels of involvement in instrumental music over the middle and high school years show "significantly higher levels of mathematics proficiency by grade 12." And a 1999 study published in Neurological Research showed that 237 second grade children who used piano keyboard training and newly designed math software scored 27 percent higher on proportional math and fractions tests than children who used only the math software. Similar studies continue to emerge.

At the same time, arts education is in danger nationwide, in part because some local districts are interpreting "No Child Left Behind" as a mandate to shift resources to literacy and math at the expense of other subjects. A March, 2004 report by the Council for Basic Education indicates that 25 percent of school principals reported decreased instructional time for the arts, with only 8 percent reporting an increase, while 33 percent of all principals anticipate further decreases in arts instructional time, with just 7 percent anticipating increases. The CBE study noted that this diminished emphasis on liberal arts is most pronounced in elementary schools and schools with large minority populations.

The effects of "No Child Left Behind" are being felt in classrooms. In Eden Prairie, MN, educator Bert Strassburg said, "It's more difficult for students to be involved in music classes during the school day. There seems to be more of an emphasis strictly on testing and scores rather than the creative elements of their education." In North Lake, WI, Lisa Lichter notes, "We are not allowed to pull children out of classes anymore for musical purposes." And in Dearborn, MI, educator Lisa Meyer reports, "It has pitted programs against each other."

For the fifth annual survey, thousands of public school and independent teachers, school and district administrators, school board members, parents and community leaders, representing communities in all 50 states, participated in the Web-based survey during January and February.

Participants in the survey answered detailed questions about funding, enrollment, student-teacher ratios, participation in music classes, instruction time, facilities, support for the music program, participation in private music lessons and other factors in their communities' quality of music education. The responses were verified with district officials, and the sponsoring organizations reviewed the data.

The survey partner organizations marked the fifth year of the program by welcoming two new members to the group: The Music for All Foundation, which was inaugurated in January 2004, and the Mr. Holland's Opus Foundation, which carries on the inspirational message of the award-winning 1995 feature film.

"During this time of national scrutiny regarding education, it is important to showcase communities that recognized the many benefits a robust music education program provides for our children," states Robert B. Morrison, Chairman and C.E.O., Music for All Foundation. "We hope the fine example these schools set becomes the standard for other communities around the nation."

"The Mr. Holland's Opus Foundation is proud to be part of this effort to find the best communities for music education in the country," says Felice Mancini, the foundation's Executive Director. "It is our goal to put instruments in kids' hands so that all schools, students and communities can benefit. By finding the best and acknowledging their contributions, we can clearly see how a quality music program can enhance a community and inspire others to follow suit. Hopefully one day, every community can boast membership in this inspiring and first-rate group."

"The survey demonstrates that excellent music instruction is more than just a process – it's a partnership," says Gary Ingle, Executive Director of MTNA. "Successful music programs result from the cooperative efforts of public school teachers, parents, administrators – everyone who's in a position to influence students. Having physical resources isn't a cure-all. A quality musical environment is something a community must want for its young people and work together to achieve."

"VH1 Save The Music Foundation salutes the 100 communities who have been selected for this honor and are ensuring that their students have access to the benefits that music education provides," said Laurie Schopp, Director of Programs and Policy, VH1 Save The Music Foundation. "The selected school districts understand that music education is a necessity, not a luxury, for helping our students maximize their potential. They serve as models for other communities around the country that are working to restore music education in all of their schools."

"We congratulate those communities that have consistently supported quality music programs in their public schools," says Anne L. Bryant, Executive Director of the National School Boards Association. "They recognize the relationship between academic achievement and active participation in a music program. And in those communities, the support goes beyond providing financial resources; there is a broader matrix in which students know their achievements are recognized, valued, and publicly honored. This kind of community engagement creates a climate in which student achievement rises to new levels."

"As the organization representing our nation's school music teachers, MENC applauds this survey for bringing attention to the central role that community support plays in building strong music programs – and the many ways that music programs help build communities," says John J. Mahlmann, executive director of MENC: The National Association for Music Education.

For more information about the nationwide music education survey and the organizations that sponsored it, call the American Music Conference at (760) 431-9124 or visit www.amc-music.org on the Web.

The complete "Best 100" list for 2004 follows, in alphabetical order.

Ambridge Area School District, Ambridge, PA
Andover Unified School District 385, Andover, KS
Ann Arbor Public Schools, Ann Arbor, MI
Baltimore County Schools, Towson, MD
Bay Village City School District, Bay Village, OH
Berea City Schools, Berea, OH
Bergenfield Boro, Bergenfield, NJ
Brewster Central Schools, Brewster, NY
Camp Hill School District, Camp Hill, PA
Campbell County School District, Gillette, WY
Cape Girardeau School District #63, Cape Girardeau, MO
Carrollton-Farmers Branch Independent School District, Carrollton, TX
Cheshire Public Schools, Cheshire, CT
Clark County School District, Las Vegas, NV
Clarkstown Central School District, New City, NY
Cobb County School District, Marietta, GA
Community Unit School District, Wheaton, IL
Conestoga Valley School District, Lancaster, PA
Dearborn Public Schools, Dearborn, MI
Denton Independent School District, Denton, TX
Derry Township School District, Hershey, PA
Durham Public Schools, Durham, NC
East Meadow Union Free School District, Westbury, NY
Eden Prairie Schools, District 272, Eden Prairie, MN
Farmington Public Schools, Farmington, MI
Fayetteville School District No. 1, Fayetteville, AR
Fayetteville-Manlius CSD, Manlius, NY
Fleetwood Area School District, Fleetwood, PA
Flemington-Raritan Regional School District and Hunterdon Central Regional High School (jointly), Flemington, NJ
Fort Bend Independent School District, Sugar Land, TX
Freeport School District #145, Freeport, IL
Frontier Central Schools, Hamburg, NY
Fulton County, Atlanta, GA
Gates Chili Central School District, Rochester, NY
Grand Forks Public School District #1, Grand Forks, ND
Greater Johnstown School District, Johnstown, NY
Hamilton School District #3, Hamilton, MT
Henrico County Public Schools, Richmond, VA
Herricks UFSD No. 9, New Hyde Park, NY
Hopewell Valley Regional District, Pennington, NJ
Huntington Union Free School District, Huntington Station, NY
Independent School District #544, Fergus Falls, MN
Island Trees UFSD, Levittown, NY
Jefferson-Scranton Community Schools, Jefferson, IA
Jenison Public Schools, Jenison, MI
Jericho Union Free School District, Jericho, NY
Johnson City Central School District, Johnson City, NY
Katy Independent School District, Katy, TX
Kingsport City Schools, Kingsport, TN
Knox Community Schools, Knox, IN
Lakota Public Schools, Lakota, ND
Lawrence High School, Lawrenceville, NJ
Lewisville ISD, Flower Mound, TX
Liberty Public Schools #53, Liberty, MO
Linwood City Schools, Linwood, NJ
Littleton Public Schools, Littleton, CO
Lockwood Schools, Billings, MT
Lombard School District 44, Lombard, IL
Madison County Schools, Richmond, KY
Middle Country Central School District, Centereach, NY
Millburn Township Public Schools, Millburn, NJ
Monroe Public Schools, Monroe, MI
Munday Consolidated Independent School District, Munday, TX
Niobrara County School District #1, Lusk, WY
Nodaway-Holt R-7, Graham, MO
North Lake School District, North Lake, WI
North Rockland Central School District, Garnerville, NY
Northport-East Northport UFSD, Northport, NY
Oak Park Elementary Schools, Oak Park, IL
Open Door Christian Schools, Inc., Elyria, OH
Palo Alto Unified School District, Palo Alto, CA
Paramus Public School District, Paramus, NJ
Paris Special School District, Paris, TN
Pennsbury School District, Fallsington, PA
Pittsford Central Schools, Pittsford, NY
Plano Independent School District, Plano, TX
Prior Lake Savage Area School District 719, Savage, MN
Roanoke County Public Schools, Roanoke, VA
Rosalia School District, Rosalia, WA
Royalton-Hartland Central School District, Middleport, NY
Rush-Henrietta Central School District, Henrietta, NY
Sachem Central School District, Holbrook, NY
Sayville UFSD, Sayville, NY
School District of Hillsborough County, Tampa, FL
Shawnee Mission Public Schools, Shawnee Mission, KS
Sheridan County School District Number 2, Sheridan, WY
Smithtown Central Schools, Smithtown, NY
South Brunswick Township , Monmouth Junction, NJ
Springfield R12 Schools, Springfield, MO
Syosset Central School District, Syosset, NY
Tucson Unified School District, Tucson, AZ
Union City School System, Union City, TN
Union Township Board Of Education, Union, NJ
Watchung Public Schools, Watchung, NJ
West Milford Township Public Schools, West Milford , NJ
Westfield Town School District, Westfield, NJ
William Floyd Union Free School District, Mastic Beach, NY
Williamsport Area School District, Williamsport, PA
Williamsville Central School District, Williamsville, NY
Woodside School District, Woodside, CA