Picture: Converse College/Flickr. Since music classes are seen as less of a priority compared to math, science, language arts, and social students, it is usually the first program to be cut in a school with a tight budget. With that being said, school budgets need to be modified to keep music programs in schools by pressing school boards to provide more support. Only the number and salaries of teachers are more sacrosanct (NAMM Foundation and Grunwald Associates LLC, 2015. So why are education programs the first to be cut, and not extra-curricular activities like the sports programs? School boards must analyze very carefully the long-term ramifications of eliminating the fine arts programs. A poll of more than 1,000 heads, teachers, music service managers and instrumental teachers suggests that while music education has improved in … For example, data from The College Board shows that in 2015, students who took four years of arts and music classes while in high school scored an average of 92 points higher on their SATs than did students who took only one-half year or less. Asked about 15 possible ways to cut school budgets, both teachers and parents are more willing to make cuts in 12 of the 14 other curricular, administrative and service areas than cut music and arts education. Cuts continue even though there is strong evidence that the arts contribute to a complete education. Because it may receive less “flak” from the community by cutting fine arts programs, this may seem like an easy solution when dollars need to be cut; however, this is an inappropriate reason for cutting a program. Our investments drive advocacy and build strong programs that are sustainable and ultimately showcase the value that music provides to students across a district. Roberts said … The well-tempered student. Arts Integration in School: 10 Reasons Why It’s Important It was not long ago that arts education in schools was thought to be a luxury, and arts classes were cut from the curriculum to make room for more time to prepare for standardized tests. He points to a 2010 U.S. Department of Education report that found 94 percent of public elementary schools offer some kind of music classes, even if hours are being cut back in many places. When budget cuts are imminent in many school districts, more often students are left with little options in education. Our model of giving is focused on how music strengthens a school community and student outcomes rather than merely funding a program because it is in danger of being cut. Most of the time music programs are at the top of the list to go first, because the Board of Education sees it as a quick fix. I know that in many high schools, football is the best funded program (or other sports depending on the individual school districts). Arts programs are often the first classes administrators cut when schools have financial struggles because arts are not tested subjects. As a way to save funds, many schools opt to cut music and art programs. So why not cut funding equally to all programs to keep them, although slightly smaller, still existent. Participants have told us this is lack of value exists among teaching staff, school leadership, parents, education departments, the federal government, and in … Schools need tangible support, not rhetoric, to deliver music programs. The fine arts have had a rough time in American education. Unfortunately these days, schools are having funding issues, and most of the time they have to cut back on programs. 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