The Risk of Cultural Irrelevance - Bobby Hamm

Bobby Hamm, K-12 Supervisor for Arts Education East Windsor Regional School District rhamm@ewrsd.k12.nj.us

The life benefits students receive by participating in a Music Ensemble are undeniable. There is consensus that all students have access to the option of participating in the ensemble of their choice. When we examine the reality, we find evidence to the contrary. The same is true for students to have the opportunities to participate in Regional and All-State honors ensembles

A review of student participation in NJMEA High School All-State and Region ensembles, from 2009 to 2020 (pre-COVID), estimates that the majority of students who audition for and participate in these ensembles come from NJ public schools that are majority white, and economically advantaged. When participating at the AllState level, during the same time period, those students performed musical literature mostly from composers who are White American males.

In the 2019-2020 school year, statewide about 46% of the total high school aged student population was considered white, with a continued downward trend. Considering this point, why is All-State and Region ensemble

tion. The NJMEA committee for Inclusiveness, Diversity, Equity, and Access (IDEA) has conducted a data review, seeking answers to this, and working to establish a baseline data source, to help inform decisions. This data was presented to the NJMEA Board in January 2021. This research includes only Public Schools (tax payer funded), both School Districts and Charter Schools.

Performance Literature of All-State Ensembles from 2009 to 2020

In the past decade, a review of the performance literature, (386 pieces by 261 unique composers), performed by nine All-State level ensembles. Primarily, the background of the composers was examined, with respect to the composer’s gender, race, origin country, and language of text for vocal selections.

• 90.4% male composers • 87.1% white composers • 53.4% American composers • 51% of vocal selections performed in English

An NJMEA membership survey was conducted, seeking information on student participation in non-traditional ensembles. The limited results (24 valid responses), suggest very limited student opportunities, let alone participation. The data also indicates that these ensembles “emerge” from classroom music settings.

Review of Student Participation in All-State and Region Ensembles 2009-2020

We looked at available All-State and Region Ensemble student participants (defined as both auditionees and performers), with an equity lense. Student participant racial and economic demographics were estimated, based on the district’s overall demographics, for that year, based on publicly available NJ Department of Education data. Note, “Districts” means a Public School District, or Charter School.

No. Across the All-State and Region level groups, Black and Hispanic students participation is not reflective of the total High School student population, in all categories (performers and auditionees). Anecdotally, we believe these estimates may be “on the high side” for Black and Hispanic students. During SY 19-20 estimates found that students who are considered Economically Disadvantaged (based on Free or Reduced Lunch eligibility), is also not reflective of the total High School student population in All-State and Region level ensembles.

To put the data into perspective, the estimates indicate:

• There were 27 instances where zero Black students were represented in groups, one group being the All-State Jazz Choir. • 15 instances where zero Hispanic students were represented in groups. • On average statewide, for the time period there is almost 70% annual average difference between

White and Black participants, and almost 60% annual average difference between White and

Hispanic participants.

Considering the percentage of time estimates were within a five point range (above or below) of the state wide demographic percentage, for a particular year. Over the course of the time period:

• Each year, there are at least 50% of instances (defined as a group compared to the statewide range) that are below the state wide demographic. • Each year, there are at least 30% of instances that are above the state wide demographic. • There was only one year that 15% of instances were in range with the state wide demographic. • Looking at the Regions, the pattern is similar.

No. Consistently, the majority of districts represented across All-State and Region groups, have student populations under 25% who qualify for Free and Reduced Lunch (Group 1), or populations of 25% to 50% who qualify for Free or Reduced Lunch (Group 2). Looking at the 10 year trend, the total count of Districts with a population that qualifies for Free or Reduced Lunch that is under 25% is decreasing. During the time period:

• Statewide, there is an annual average difference of 29 points above the statewide total for Districts in Group 1 compared to the other groups, where there is a consistent negative annual average difference. • The average difference for Region groups is a similar pattern, where Group 1 is on average 20% higher than the average for regions, and the other groups have a consistent negative annual average difference.

Again, when counting the instances looking at how often representation of districts is in a five point range (above or below) of the state wide demographic percentage, for a particular year, over the course of time:

• Only one year is represented Districts in range at least 20% of the time. • All years are over 50% below range over the groups, with most years being over 60% below range. • All years are at least 25% above range. • Region summaries are a similar pattern.

Looking at school year 2019-2020 (pre-COVID), assuming students whose District was represented in a Region level Instrumental Group had access to participate (defined as an auditionee or performer), based on economic groups:

• 233,849 total high school students, whose districts are less than 50% economically disadvantaged, had access. 81.84% of the total high school students in that group.

• 31,747 high school students, whose districts are greater than 50% economically disadvantaged, had access. 27.32% of the total high school students in that group.

No. Consistently Districts represented in All-State and Region groups, are those whose student population is majority White. Districts represented in All-State and Region groups are not reflective of the number of districts whose student population is majority Black or Hispanic. .

• Majority White Districts have an annual average difference of 20% higher than the number of majority White Districts, statewide. • Majority Black Districts have an annual average difference of about 8.5% below the number of majority Black Districts, statewide. There are several years where there is zero representation of majority Black Districts. • Majority Hispanic Districts have an annual average difference of about 8% below the number of majority Hispanic Districts, statewide. Again, there are several years where there is zero representation of majority Hispanic Districts. • Considering during the time period, there is about an 89% gap between Majority White District representation, and Majority Black District representation, and a 70% gap to Majority Hispanic District representation.

The evidence is clear regarding estimated student participation, during the time period: Students who participate in All-State and Region ensembles are majority White, from districts with few students considered Economically Disadvantaged (based on Free or Reduced Lunch), and come from districts that are Majority White.

We looked at NJMEA Music teacher distribution across Districts, again in public schools (including Charter schools), based on SY 2019-2020. This was examined by Demographic and Socio-Economic groups, and compared to the total number of Music Teachers in the state.

Overall about half of Districts, both Statewide and Regions, have at least one member, where representation is not equally distributed across demographic groups. This is most pronounced when viewing districts by Black student populations (in groups by quarters based on student population). Meaning, if we consider “in range” being there at least one member in each district in the group, the count is 0 out of 4 times in range.

The data shows membership at 1,363 teaching members, with a total of 3,676 Music Teachers statewide; about one-third of all Music Teachers are members. Again, we find inconsistencies when viewing the distribution across Racial demographic groups. Defining “in range” as one-third of teachers being members, we find when looking at the Black student population, in groups by quarters based on student population, are in range half of the time, statewide. We do find socioeconomic groups are consistently in range, both statewide and in regions.

Summary

When taking it into consideration all the data, we see a clear lack of access to NJMEA All-State and Region level ensembles for students in specific demographic groups. Those groups lacking access are students from districts

that are majority Black and Hispanic , and students who come from districts with an Economically Disadvantaged population of over 50%. Additionally, those students who do perform with All-State groups perform literature of mostly White American male composers. We find across students of NJMEA members, there is limited participation in non-traditional ensembles. Members are distributed inconsistently across districts, when viewed by racial demographic groups.

This data affirms a larger issue: Black, Hispanic, and students from Economically Disadvantaged backgrounds have limited access to many of our All-State and Region ensembles. When we ask why this is the case, there is a need to examine ensemble based Music Education programs happening in schools.

It is critical to have the data, but we now need to ask why this is happening, and find ways to remedy the situation. Without remedy, the long term implications to Music Education are many students from traditionally underserved communities not participating in our programs. Additionally, when we factor in the current reckoning with race our country and society is currently experiencing, there is real risk of our programs becoming culturally irrelevant.

Considering we all genuinely want all students from all backgrounds to actively participate in our programs, these words sound harsh. We must address the elephant in the room.

So What Can We Do?

We need to know why. Why is there a lack of access

ally underserved students? Understanding the data is the beginning. “Balcony level data” is useless unless individual teachers, schools, districts take actions to increase access to Music Education for all students.

The data report makes two recommendations for further research, through NJMEA: • Collect, report, and analyze actual student demographics for all NJMEA and Region sponsored student ensembles. • Conduct a Music Participation Equity Survey with volunteer members, with data collected on their school/district’s participation based on racial/economic demographics.

Individual Music Teachers can take steps such as:

• Compare the demographics of your ensemble to the total population of your school/district. If you do not have access to this information, ask your administrators; someone in your district has it! Information is also available on state-reported school performance reports. • Review your Concert Literature from the past several years • Encouraged your Music Teacher friends, who may not be NJMEA members to join. • Identify steps you can take to remove financial barriers (including instrument rental/purchase costs) so more students can participate in Music programs.

Music is for all. It is our responsibility as educators to ensure access for all students. It can be done, and it is my hope that we work to achieve this dream.

To review the full data report, scan this QR code: