No Child Left behind: Determining the Impact of Policy on Music Education in Ohio
Abstract
The purpose of this study was to ascertain the impact of No Child Left Behind on music education in the State of Ohio. Survey research methods were employed to obtain the desired data. A 25-item questionnaire was created by the researcher, validated by experts, and pilot tested with a small group of Ohio principals. Six Likert-type items were utilized to measure principals attitudes while the remaining items helped the researcher detail the status of music programs with regard to staffing, student access, instructional time, and course offerings. The questionnaire was sent to a random sample of 246 public school principals in Ohio. Usable returns were received from 179 principals, resulting in a response rate of 73%. The overall attitude toward music education among Ohio principals was favorable, with a mean attitudinal score of25.1 (SD = 3.1). Significant differences between the attitudes of principals serving in "excellent" or "effective" schools and the principals of "academic watch" or "academic emergency" schools were revealed. Ultimately, 43% of Ohio’s public school music programs were determined to have weakened since the passage of No Child Left Behind.
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Regional and local factors can influence access to secondary music course offerings, especially for marginalized students.
“Regional and local factors can also have an influence on access to secondary music course offerings, especially for marginalized students”
From Understanding Participation in Secondary Music Classes: A Literature Review (2020) · cites this paper as Gerrity, 2009
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 Gerrity, 2009
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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
- Authors
- Gerrity, K. W.
- Affiliations
- The Ohio State University (US)
- Corresponding author
- Gerrity, Kevin W.
- Venue
- Bulletin of the Council for Research in Music Education
- Publisher
- University of Illinois Press
- Published
- 2009-01-01
- Issue
- 179
- Pages
- 79-93
- ISSN
- 0010-9894 (ISSN-L)
- 2162-7223
- OpenAlex
- W1564464040
- Cited by
- 39
- References
- 0
- Citations by year
- 2025: 3 · 2023: 2 · 2022: 1 · 2021: 2 · 2020: 6 · 2019: 7 · 2018: 1 · 2017: 4 · 2016: 4 · 2014: 4 · 2013: 2 · 2012: 1
- FWCI
- 14.56
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Bulletin of the Council for 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
- No Child Left Behind Act, music education, principal attitudes, school accountability, Ohio public schools
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