1. MUSIC EDUCATION RESEARCH SUMMARY 2016-2017

2. Overview Research Methodology Student Research Findings
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Overview
Research Methodology
Student Research Findings
Educator Research Findings
Advocacy Research Findings
Next Steps

3. About the Research and Methodology
Music Education Research Methodology
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About the Research and Methodology
NAfME/My College Options® Cooperative Research Program
Survey Instruments Designed by NAfME and NRCCUA®
Research Implementation Fall 2016
Research Packages Mailed to Music Educators Across the Nation
Just over 54,000 Music Students and Nearly 1,300 Music Educators Participated

4. Geographic Distribution of Student Responses
Music Education Research Methodology
Geographic Distribution of Student Responses
NORTHEAST – 19%
WEST – 18%
MIDWEST – 27%
SOUTH – 36%
U.S. Department of Commerce Economics and Statistics Administration U.S. Census Bureau (Not) Prepared by the Geography Division
U.S. Department of Commerce Economics and Stastistics Administration U.S. Census Bureau (Not) Prepared by the Geography Division

5. Socioeconomic Indicators of Student Participants
Music Education Research Methodology
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Socioeconomic Indicators
of Student Participants
National Averages were generated using the 5 million students profiled through the My College Options® college planning program.

6. Socioeconomic Indicators of Student Participants
Music Education Research Methodology
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Socioeconomic Indicators of Student Participants
National Averages were generated using the 5 million students profiled through the My College Options® college planning program.

7. Ethnic Background of Participants
Music Education Research Methodology
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Ethnic Background of Participants

8. Music Student Research
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Music Class Participation and Grade Levels Studied
Choir and band are the top two music classes in which students have participated (63% and 51% respectively). In addition to band class, 29% of students report participation in marching band, 15% jazz band, 14% orchestra and 1% mariachi. Students also report participation in piano class (17%) and guitar class (10%). Nearly 22% of seniors report having taken 13 years of music, every year from kindergarten through senior year. Just under 20% of seniors report having taken four years or less, while more than 45% have taken music between five and ten years.

9. Music Activity Participation Outside of School
Music Student Research
Music Activity Participation Outside of School
Nearly 2 in 3 students participating in music classes also report involvement in music activities outside of school.
Students in higher income households are more likely to participate in private lessons (44%), musical theater (24%), music-focused camps (13%), and community music groups (12%), while students in lower income households are more likely to be involved in church band or choir (40%), rapping/ hyping/beatboxing (7%), and DJing/remixing/ electronically producing songs (6%).

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Music Student Research
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Tri-M Music Honor Society Membership
More students in the Northeast report Tri-M Music Honor Society membership compared to those in other regions.

11. Student Load Music Educator Research Larger Class Sizes
More than 1 in 3 music educators reports teaching more than 150 students compared to 18% of educators nationally.
Music educators in higher income high schools are more likely to report larger classes compared to those in lower income high schools.
Percent of Students

12. Music Educator Tenure Music Educator Research All Text Teaching Tenure
Nearly half of music educators have been teaching for less than ten years with 25% having taught less than 5 years and 5% having taught one year or less. Compared to the national average for My College Options® educator participants, music educators are more likely to have been teaching for ten years or less.

13. Music Educator Research
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NAfME Membership and Tri-M Music Honor Society Chapter Availability
Eighty-five percent of participating music educators report they are current members of NAfME, 9% are former members of NAfME and 6% have never been a member of NAfME. Just over 9% of NAfME members and 26% of nonmembers report that they are members of another music organization. Twenty-three percent of educators (26% of NAfME members and 10% of nonmembers) report that there is a chapter of the Tri-M Music Honor Society available to students.

14. Preferred Method of Professional Development
Music Educator Research
Preferred Method of Professional Development
Significantly more NAfME members report state conferences as their preferred method of professional development (45% of members compared to 29% of nonmembers).
Educators with larger class sizes are more likely than those with smaller classes to say they prefer national conferences (16% vs. 10%).
Educators in low minority high schools are significantly more likely to say that state conferences are their preferred method of professional development.

15. Access to Web-Connected Technology
Music Educator Research
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Access to Web-Connected Technology
Computer lab (68%)
Student/Family Provided (50%)
School-Issued (48%)
Temporary Access to School-Owned (38%)
Other (4%)
None (1%)
Differences by Household Demographics
Students from high income households and students with a parent who attended college were significantly more likely to say they received encouragement from a parent or adult family member to join a music program while students from lower income households and those who will be the first in their families to attend college were significantly more likely to report they made the decision to join a music program on their own.

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Music Educator Research
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Greatest Problems Facing Music Programs
Scheduling and Resources
Overall, nearly 7 in 10 educators report that the greatest challenge facing their programs is not enough time in their students’ schedules.
Educators in lower income high schools are also significantly more likely to report insufficient funding for equipment and curriculum/resources, limited professional development and the need for administrative support.
Educators in lower minority schools are significantly more likely to report limited instructional time with students (28%) and not enough time in students’ schedules (73%) are problems for their programs.

17. Differences Among School Demographics
Music Educator Research
Music Program
Funding Changes
Differences Among School Demographics
Music educators in lower income high schools are more likely to report a decrease in funding in recent years, while those in higher income schools have seen an increase in funding.
Music educators in high minority schools are more likely to report an increase in music program funding and educators in lower minority schools are more likely to report stability in funding.
Educators in larger population schools are more likely to have seen their music program funding decrease compared to smaller and mid population schools.

18. Most Helpful Resources for Music Programs
Music Educator Research
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Most Helpful Resources for Music Programs
Educators in lower income high schools are more than 3 times as likely as those in higher income schools to say ideas for fundraising would be a helpful resource for their programs (27% and 10% respectively).
Recruitment and Advocacy
Recruitment information for students (40%) and advocacy information for administrators (36%) are the top two resources music educators report would be the most helpful resources for their programs followed by lesson plans, ideas or other in-classroom resources (33%) and advocacy information for parents (31%). Music educators in large population high schools, in addition to those who have experienced a decrease in funding in recent years, are significantly more likely to report that advocacy information for administrators is a resource that would prove helpful to their programs (37% and 44% respectively).

19. Sources of Encouragement to
Music Education Advocacy
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Sources of Encouragement to
Join a Music Program
Students made the decision on their own (44%)
Music teacher (22%)
Parent/Adult family member (19%)
Sibling/Friend who has taken music (12%)
Other (4%)
Differences by Household Demographics
Students from high income households and students with a parent who attended college were significantly more likely to say they received encouragement from a parent or adult family member to join a music program, while students from lower income households and those who will be the first in their families to attend college were significantly more likely to report they made the decision to join a music program on their own.

20. Positive Impact of Music Education
Music Education Advocacy
Positive Impact of
Music Education
Students who have taken multiple years of music classes are significantly more likely to report the benefits of taking music classes.

21. Sampling Error Music Education Research Methodology 54,331 13,226,875
Sample
Respondents
Population
MOE (99%)
Student Respondents
54,331
13,226,875
0.55%
Educator Respondents
1,271
100,000
3.57%

22. Interactive Dashboard State Reporting
Next Steps
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Charts
Interactive Dashboard
State Reporting

23. Charts
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Thank you!