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The State of Music in Secondary Schools

The Principal's Perspective

Northwestern University, c-abril{at}northwestern.edu

Brent M. Gault

Indiana University

The purpose of this study was to profile secondary school music programs in the United States and investigate principals' perceptions of those curricula. A survey form was sent to 1,000 secondary school principals, yielding a 54% response rate. That form was designed to answer the following questions: What is the profile of secondary music programs in the United States? How effective do principals think music programs are in helping students attain specific learning outcomes and broad educational goals? To what degree do certain variables (e.g., standardized tests, teachers, parents) impact a given music program? Ninety-eight percent of respondents indicated that their schools offered music courses, yet 34% required music. There were significant differences in the diversity of course offerings based on school socioeconomic status profiles. Standardized tests and No Child Left Behind were thought to have the most negative impact on music programs.

Key Words: secondary school music • curriculum • principals • policy • advocacy

Journal of Research in Music Education, Vol. 56, No. 1, 68-81 (2008)
DOI: 10.1177/0022429408317516


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