MUSIC ADVOCACY: Caring Enough to Put the Student First
June 9, 2005
Developing Impact Statements
One of the greatest and most common mistakes that I see made by those attempting to save music programs is suggesting cuts or compromises to preserve "preferred" parts of a music program.Based on my experience it is one of the primary reasons that music programs are vulnerable to cuts.It is a basic trap to which advocates often succumb.I refer to this administrative strategy as "divide and conquer."
Often an administrator may contact a specific teacher (music supervisor, or music booster) with an assumption that there will be music cuts.The question may be, "What can be cut that will do the least damage to the music program?"If anyone suggests a possibility, it will be cut.The administration and board is then exonerated from any blame, and public is informed that the cuts were made based on collaboration with the music people.
It is the job of the administration and board to balance the budget.It is the responsibility of the advocate to demonstrate the negative impacts of any proposed cuts to the music program.Some purposes for developing impact statements include the following.
To keep the issue of how student opportunities in music may be negatively impacted before the administration, school board, and particularly the public.
To demonstrate the incorrect assumptions made by the administration related to music cuts, particularly in its economic viability.(See Reverse Ecconomics)
To demonstrate to the public the potential fiscal and curricular fallacies of the administrative proposal as related to proposed music cuts.
The impact statements that you develop will be varied and depend upon the information you are able to extract from documents provided by the administration and board.In developing impact statements it is important to make sure that all of your information is accurate!Document everything (time, place, source, etc.).
Impact statements define the short and long-term results anticipated if the administrative proposal(s) to cut music are adopted. Usually you will formulate a response that completes a statement that begins with something like, "If the district adopts its proposal to eliminate 4.0 positions in instrumental music, it will have the following impact(s)." They will normally fall into one or more of four categories.Each is listed below with (minimal) sample impact statements based on a proposed elimination of 4.0 instrumental music teachers.[Note:It will become obvious that additional research will need to be done to develop the sample statements or other like them that are relevant to each specific situation.]
Faculty Impacts:
The cuts proposed by the administration constitute a reduction of 50% in instrumental music staff.
The elimination of 50% of the instrumental music staff will render it impossible to provide instruction at all schools in the district.(Specify which schools will lose their programs.)
Curricular Impacts:
Instrumental music will not be offered until grade 7.
Individual and small group lessons will not be staffed.
All beginners will be placed together in a single classroom, regardless of the diversity of instruments and skill levels present
Student Participation Impacts:
Attrition rates will increase due to lack of satisfactory progress on student achievement
There may be legal challenges from the community related to equal access.
Based on national case studies, the loss of the elementary beginning instrumental music curriculum will result in a loss of 65% of the current enrollment in instrumental music.
Economic Impacts:
The average (secondary) instrumental music teacher carries student load equivalent to 1.2 classrroom teachers.
The district will need to replace each music teacher eliminated with a minimum of 1.2 classroom teachers unless class sizes are significantly increased.
The long-term effect of losing the cost benefit of large music performance classes (e.g., band) will negate any cost savings anticipate by the district, while at the same time eliminating the possibility of participating in instrumental music for many students in the district.
As you study any proposals made by your administration you will be able to develop many similar impact statements based upon the uniqueness of your situation.The more effective you are in developing statements that directly relate to the administrative proposal(s), the more effective you will be in advancing your case.
Remember:A "cut" is any decision made that will negatively impact the ability of any student to participate in making music.
