EAP 020 Semester 2, 2021-2022 FWCW- Source 1

Hawkins, 2012

Will less art and music in the classroom really help students soar academically?
By Tyleah Hawkins
December 28, 2012

Schools across the country have slashed their arts programs in the wake of major funding cuts by state
governments struggling to balance their budgets during the economic downturn.

According to the Center on Budget and Policy Priorities, more than 95 percent of school-aged children are
attending schools that have cut funding since the recession. Schools in wealthier neighborhoods that faced
budget cuts were able to make up for their losses through private donations, while schools in impoverished
neighborhoods have not.

As a result, schools in areas serving children from low-income families have reduced or completely cut their
arts and music programs. These programs tend to be the first casualties of budget cuts in hard-pressed
school districts already struggling to meet other demands of the academic curriculum, and they are rarely
restored. Some school districts don’t have much meat left to cut from arts programs that had already been
reduced to bare bones after repeated funding shortfalls over many years.

“The cuts that have been occurring for the past couple of decades ... however, with this recession, many arts
advocates such as myself do not have a clue when some programs will be brought back,” said Narric Rome,
senior director of Federal Affairs and Arts Education at Americans for the Arts, a national organization that
promotes the arts. “The entire system is very unstable; teachers are laid off one school year and brought
back the next, or most times not brought back at all. If we are lucky enough to bring these programs back,
they won’t be for a couple of years. Which means some students who are in school during these difficult
economic times will completely miss out on the benefits of arts education.”

Although arts and music programs tend to be seen as less important than reading, math or science, research
has shown that arts education is academically beneficial.

“Low-income students who had arts-rich experiences in high schools were more than three times as likely to
earn a B.A. as low-income students without those experiences. And the new study from the National
Endowment reports that low-income high school students who earned few or no arts credits were five times
more likely not to graduate from high school than low-income students who earned many arts credits,”
Education Secretary Arne Duncan said.
The arts have also proven to be a form of inspiration and expression for at-risk students, especially those in
inner-city schools, and have been shown to improve their outlook on education.

According to a study conducted by the Center for Music Research at Florida State University, “Students at
risk of not successfully completing their high school educations cite their participation in the arts as reasons
for staying in school. Factors related to the arts that positively affected the motivation of these students
included a supportive environment that promotes constructive acceptance of criticism and one where it is
safe to take risks.”

Organizations such as ArtsEdSearch, an online clearinghouse that collects and summarizes high quality arts
education research studies and analyzes their implications for educational policy and practice, have done
private research about the issue. AEP Executive Director Sandra Ruppert said that the findings in the report
point to the power of the arts to lead the way in helping every child realize success in schools

“This is especially true for underserved students who benefit most significantly from arts learning but are the
least likely to receive a high-quality arts education,” Ruppert said.

Research has also shown that arts education helps improve standardized test scores. A study done by The
College Board, a nonprofit association that works to make sure all students in the American educational
system are college-ready, found that students who take four years of arts and music classes while in high
school score 91 points better on their SAT exams than students who took only a half year or less (scores
averaged 1070 among students in arts educations compared to 979 for students without arts education.)

“Arts education gives children a place where they can express themselves and channel negative emotion
into something positive. Students are well-rounded and required to be academically healthy in all subjects to
perform. To be honest, what is learned in music education is truly immeasurable,” said Barbara Benglian, the
2006 Pennsylvania state teacher of the year. Benglian has been teaching at Upper Darby High school in
Drexel Hill, Pa., for nearly 40 years. Her school was one of the many schools at risk of losing their arts
programs due to low test scores. However, the arts programs at the school were saved after parents,
students and alumni organized petitions and protests rallies. Even Upper Darby alumnus and actress Tina Fey
jumped on board to help save the arts program. Other schools around the country are not as fortunate.

Several Howard University students who participated in music and arts education in grade school and high
school speak fondly of the positive effect it has had on their lives.
“In elementary school, music sparked my interest and led me to playing the trumpet. It gave me the
opportunity to travel to places I otherwise would not have gone, and most importantly, helped me become
more culturally accepting by broadening my musical horizons,” said Joe Williams, a junior majoring in
psychology. “Without music, I would not be as open as I am to learning about new people.”

Nate Shellton, a sophomore, chose to dedicate his life to the arts by majoring in acting. “I think it’s
absolutely outrageous that fine arts are the first to be cut in public schools,” he said. “It says a lot about
what is important to education in America. Because math and science is what is being tested, tests that
determine a school’s ranking is what is most important to the school, but the institutions’ ranking is not
necessarily what’s in the best interest of the students as a whole person.”