The State of Music in Secondary Schools: The Principal's Perspective
Abstract
The purpose of this study was to profile secondary school music programs in the United States and investigate principals' perceptions of those curricula. A survey form was sent to 1,000 secondary school principals, yielding a 54% response rate. That form was designed to answer the following questions: What is the profile of secondary music programs in the United States? How effective do principals think music programs are in helping students attain specific learning outcomes and broad educational goals? To what degree do certain variables (e.g., standardized tests, teachers, parents) impact a given music program? Ninety-eight percent of respondents indicated that their schools offered music courses, yet 34% required music. There were significant differences in the diversity of course offerings based on school socioeconomic status profiles. Standardized tests and No Child Left Behind were thought to have the most negative impact on music programs.
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Schools have responded to federal accountability mandates by restricting access to the arts for students who struggle academically, which are often low-socioeconomic students, students of color, and students with individualized education plans.
“schools have responded to federal accountability mandates by restricting access to the arts for students who struggle academically, which are often low-socioeconomic students, students of color, and students with individualized education plans”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Abril & Gault, 2008
Schools that fail to meet the academic progress required by federal or state legislation may struggle to maintain instructional time and financial support for their music programs.
“schools that fail to meet the academic progress required by federal or state legislation may struggle to maintain instructional time and financial support for their music programs”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Abril & Gault, 2008
Cited by
Sorted by citations
Shaw, R. D., & Auletto, A. (2022) · Journal of Research in Music Education · doi:10.1177/0022429421989961 · Cited by 26 · see citing works
Understanding Participation in Secondary Music Classes: A Literature Review
Pendergast, S. (2020) · Update: Applications of Research in Music Education · doi:10.1177/8755123320928479 · Cited by 13 · see citing works
Participation and Persistence in High School Elective Music Ensembles
Elpus, K., & Abril, C. R. (2025) · Journal of Research in Music Education · doi:10.1177/00224294241247267 · Cited by 10 · see citing works
Self-citationLuo, N., & Guan, T. (2025) · Journal of Research in Music Education · doi:10.1177/00224294241257154 · Cited by 9 · see citing works
- Authors
- Abril, C. R., & Gault, B. M.
- Affiliations
- Northwestern University (US)
- Indiana University Bloomington (US)
- Corresponding author
- Abril, Carlos R.
- Venue
- Journal of Research in Music Education
- Publisher
- SAGE Publications
- Published
- 2008-04
- Volume
- 56
- Issue
- 1
- Pages
- 68-81
- ISSN
- 0022-4294 (ISSN-L)
- 1945-0095
- OpenAlex
- W2029702880
- Cited by
- 164
- References
- 0
- Citations by year
- 2026: 9 · 2025: 10 · 2024: 7 · 2023: 6 · 2022: 6 · 2021: 13 · 2020: 15 · 2019: 12 · 2018: 10 · 2017: 10 · 2016: 8 · 2015: 14 · 2014: 14 · 2013: 9 · 2012: 13
- FWCI
- 57.50
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Research in Music Education (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Music › Diverse Music Education Insights
- Social Sciences › Education › Music Education and Analysis
- Social Sciences › Arts and Humanities › Visual Arts and Performing Arts › Art Education and Development
- Keywords
- music curriculum, school principals' perceptions, school socioeconomic status, standardized testing, No Child Left Behind Act, music teachers
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