| Educators have said since its inception that the No | | | | Even the nation's top business executives feel |
| Child Left Behind Act was not the solution. | | | | that programs in the arts can help repair with |
| Teachers are limited to what and how they can | | | | America's educational system to better prepare |
| teach; children are dropping out of school and are | | | | the future workforce. It is time to stop teaching |
| getting left behind. The act is failing more than it is | | | | our children to tests and "dumbing down" school |
| succeeding, and our children are paying the price, | | | | books. It does not work. Children are dropping out |
| ending up joining the vicious cycle of welfare and | | | | of school in droves. As a country, we need to |
| poverty due to their lack of education. | | | | bring back the power of the arts to our education |
| The No Child Left Behind Act has a narrow focus | | | | system, particularly music. A good education that |
| on math, science English and testing. In particular, | | | | provides access and exposure to music and art, |
| its policy to teach to the test does not teach our | | | | regardless of a child's socioeconomic background, |
| children to become well-rounded adults--- adults | | | | is perhaps a better answer than the No Child Left |
| who can draw on their knowledge and all of their | | | | Behind Act. |
| experiences, including music and art. Being able to | | | | Our family has experienced the positive impact |
| pass a particular test is not the same thing as | | | | and power music has in education first hand. I |
| being able to resolve problems. | | | | grew up in a family of three children. As a child, I |
| Studies on the Effects of Music | | | | took piano lessons for four years, flute for one |
| University studies conducted in both Georgia and | | | | year and participated in church and school choirs. |
| Texas have found significant links between | | | | One of my other siblings also took piano for two |
| children who had music instruction and their | | | | years. The two of us who took music lessons |
| academic achievements in math, science and | | | | quickly grasped fractions and basic math skills, and |
| language arts. Their studies have found that | | | | excelled in reading and the humanities. The sibling |
| middle and high school students who participated | | | | who took no music classes early in life |
| in music programs scored significantly higher than | | | | encountered multiple problems in school, |
| their peers who did not participate in any kind of | | | | particularly math, ultimately dropping out of high |
| music programs. Studies have proven time and | | | | school because she believed she was simply not |
| again that children who took piano or other | | | | smart enough. Then one day she decided to take |
| musical instrument lessons at an early age | | | | guitar lessons after becoming involved with her |
| elevated their SAT scores considerably in math | | | | church's worship singers. She went back to school |
| and languages 11 years later. | | | | not only finding the success and self-confidence |
| A Neurological Research study held in 1999 found | | | | she had not found as a child, but realizing she was |
| that students exposed to music lessons scored a | | | | indeed an intelligent young woman. |
| full 100 percent higher on fraction tests than | | | | That same sibling pulled her own children out of |
| those who learned through conventional teaching | | | | the public school system because she realized |
| methods. In the test, second and third-grade | | | | that the No Child Left Behind Act did not work. |
| students were taught by first teaching them basic | | | | She has homeschooled her two children through a |
| music rhythm notation. They learned about the | | | | community charter school that uses both on-hand |
| relationships between eighth, quarter, half and | | | | and internet teaching. She has also made it a point |
| whole notes. Math and music are very closely | | | | of exposing them to all forms of the arts, |
| related. Why? In the music world, kids are learning | | | | including music, and are taught year-round. Both |
| fractions and intervals and positive and negative | | | | children easily breeze through state required tests |
| with every change in an octave. Once learned, the | | | | with no test anxiety experienced by many public |
| skills are easily translatable in the math world. | | | | schooled children. They maintain a grade point |
| A ten-year study performed at UCLA that | | | | average of 3.8 - 4.0, and are two grade levels |
| tracked more than 25,000 students, found that | | | | beyond public schooled peers of the same age. |
| music-making improved test scores regardless of | | | | Changing the Face of Education |
| the student's socioeconomic background. Students | | | | At a time when our country was comprised of |
| continued to obtain higher test scores in not only | | | | mostly farms and ranches it made sense to free |
| standardized tests, but tests such as the SAT | | | | our children to help on the family farm over the |
| and reading proficiency exams. Another study by | | | | summer. It was a necessity. It no longer is. We |
| the University of Texas found that college-age | | | | need a serious conversation on what we really |
| kids with music backgrounds are emotionally | | | | want from our educational system. Our approach |
| healthier than their non-musician peers. Each group | | | | to teaching to tests, "dumbing down" text books |
| was given three tests, and the study measured | | | | and providing a narrow focus approach is |
| anxiety, emotional concerns and alcohol related | | | | obviously not working. While the notion of leaving |
| issues. They found that students with a music | | | | no child behind is a worthy idea in of itself, the No |
| background tend to feel more self-confident when | | | | Child Left Behind Act is too restrictive and is not |
| facing tests and had fewer battles with alcohol. | | | | the answer. Providing our children a well-rounded, |
| The Many Benefits of Music | | | | year-round education that includes not only math, |
| The world's top academic countries place a high | | | | science and language but the world of music, will |
| value on music education, whereas the United | | | | help our children become the successful adults |
| States places a higher focus on vocabulary, | | | | that will one day lead our businesses and country. |
| technology, math and science. Yet our children are | | | | Our children are bright, intelligent and capable of |
| failing to achieve high scores in math and science! | | | | achieving educational greatness with all of the right |
| Hungary, the Netherlands and Japan are countries | | | | tools. Involving the very people who teach our |
| with the highest achievement in the sciences. | | | | children and their parents to help find better and |
| These three countries have a strong commitment | | | | more creative solutions, and providing access to |
| to the world of music education and the power it | | | | music and the arts in our public schools will help |
| has to help their children achieve higher grades in | | | | keep our kids in school. We need to give back the |
| math and science. All three countries require music | | | | power of teaching to the teachers and give the |
| training for their children in the elementary and | | | | power of a well-rounded education to our children. |
| middle grade school levels and have done so for | | | | Together we can help kids achieve the high |
| decades. Their music training includes both | | | | scores we know them to be capable of achieving |
| instrumental and vocal. | | | | and an education that includes the world of music |
| There are other benefits to music. Exposure to | | | | and art. |
| music teaches children to express themselves and | | | | Here is a math equation for all of us to consider: |
| provides an emotional outlet that keeps them | | | | Exposure to music = quick-to-learn other subjects. |
| healthier. It gives them a strong sense of | | | | U.S. Senator, Jeff Bingaman (New Mexico), said it |
| self-esteem, self-worth and self-confidence, key | | | | best. "Music education can be a positive force on |
| ingredients to success in their adult life. It | | | | all aspects of a child's life, particularly their |
| encourages social interaction, inspires creativity | | | | academic success. It has proven to be an |
| and improvisation. It strengthens their | | | | invaluable tool in classrooms across the country. |
| communication skills and their ability to express | | | | Given the impact music can have on our children's |
| themselves. The world of art, particularly music, is | | | | education, we should support every effort to |
| a positive force on all aspects of our children's | | | | bring music into their classrooms." |
| lives, particularly their academic success. So with | | | | Doing so will perhaps help our children fulfill their |
| all these benefits, why do the schools and the | | | | dreams and possibilities, and help ensure that no |
| government continue to eliminate music from the | | | | child is left behind. |
| educational system? | | | | |