Laura Chapman wrote the following comment. Her last line reminded me of studies conducted over a century ago by bean counters who were efficiency experts in education. They decided they could decipher the exact cost of each study and its return on investment. By their measure, Latin was a complete waste of time because it cost too much and returned nothing they could measure. If you want to learn more, read my book Left Back: A Century of Failed Education Reforms.

 

Laura Chapman writes:

 

Is formal education in music needed? Does anyone who is not deeply connected to any one of the many varieties of the arts care?

I look at this conversation as an occasion to offer a brief report on arts education in this nation’s schools.

National data on arts education in public schools is scant and often contradictory, especially at the high school level where graduation credits may seem to be required, but are nested with eight or ten other options. Here is the latest on state policies.
17 States specify arts education as a requirement for schools to be accredited-
19 States require state-, district- or school-level assessment of student learning in the arts
20 States provide funding for an arts education grant program or a state-funded school for the arts
26 States include arts courses as an option to fulfill graduation requirements
29 States define the arts in statute or code as a core or academic subject-
44 States require course credits in the arts for high school graduation
45 States require districts or schools to offer arts instruction at the elementary school level
45 States require districts or schools to offer arts instruction at the middle school level
45 States require districts or schools to offer arts instruction at the high school level
49 States have adopted early childhood or prekindergarten arts education standards
50 States have adopted elementary and/or secondary arts education standards
https://nces.ed.gov/programs/statereform/tab2_18.asp

There is a national test in the arts, sort of, now and then. Curious? Some 8th grade questions from the most recent National Assessment of Educational Progress in the Arts are available online. These assessments have been administered about once a decade since the 1970s, but not in a manner that offers information about trends.

The most recent NAEP tests have been limited to grade 8 where many students are not enrolled in art. The tests are also limited to visual arts and music. Theater and dance are infrequently offered and also have been judged too expensive to assess. Of all the data gathered by the NAEP testing, the most interesting comes from the background questions included in the booklets. You can see these questions here https://nces.ed.gov/nationsreportcard/subject/field_pubs/sqb/pdf/2016_sqb_g8_a.pdf

If you are interested in the most recent results from “the Nation’s Art Report Card” see https://www.nationsreportcard.gov/arts_2016/ (As usual SES has a bearing on access to arts education).

In prior NAEP assessments, I found that a majority of the nation’s students had no arts education in schools beyond the 7th grade, usually a half-year or less with a certified art teacher. In addition, the less opportunity for arts education in schools the more likely that community arts organizations try to offer grants-based programs for school-age groups. These programs are usually short-term gigs with artists visiting schools, or programs offered after school, weekends, and during the summer (e.g., art camps).

Although some of these community grants come from local foundations, a mainstay since 1965 has been a flow of funds from the National Endowment for the Arts to state arts agencies where underemployed artists may list themselves as available for a program in schools. It is a mistake to think that such programs are free to schools. The arts council usually picks up the fees charged by artists who enter schools in some capacity as “educators.” Almost always, schools must provide all program-related materials and supplies (e.g., if a mosaic or mural artist works in the school, the materials and support needed must be funded by the school). In Ohio, an “artists residency” can be for 36 weeks. This means a residency can be used as an alternative to hiring a certified arts teacher. http://www.oac.ohio.gov/News-Events/OAC-News/ArticleId/76/new-arts-learning-grant-program

The bean counters are a work on figuring out the per-student cost of teaching every subject at every grade level, and some of the “extracurricular activities” in many schools. If you can stand it, one example of that reasoning is here. The reasoning leads to the conclusion that money can be saved by doubling up on class sizes, offer courses online, and just outsourcing education–with music one example. https://www.crpe.org/publications/breaking-down-school-budgets-following-dollars-classroom