MENC No Child Left Behind Survey - June 2005

The survey is not meant to be scientific or statistically significant, it is simply meant to be of general interest, a quick "snapshot" of a particular issue or topic. Any questions, please write to info@menc.org.

1262 people responded

1. In the MENC October 2004 Question of the Month, we asked members about the impact of state wide mandatory testing under the NCLB. The results of the survey led MENC to assume that members are frustrated by the NCLB testing requirements, and its impact on arts and music programs. Please choose which best describes your thoughts/feelings about the testing.

60% : a. NCLB testing requirements have complicated teaching music and made my teaching life more stressful/difficult than it was before the NCLB was enacted; the testing has affected the music program.
27% : b. NCLB testing requirements have not overly complicated teaching music, I may still face challenges, but not from the NCLB requirements.
10% : c. no opinion/don't know

2. In your opinion, should music be tested as a high stakes test subject, similar to math or English, in order to show that it's as much a "core" subject as other curriculum areas? (i.e., the test will affect overall student promotion and school evaluation?)

26% : a. yes, music should have a high stakes test requirement
51% : b. no, music should not have a high stakes test requirement
20% : c. not sure (explain WRITE IN)

3. In general, do you think that the NCLB should be more flexible, including additional indicators of student achievement, (such as portfolios in the arts, or other subjects, rather than just English, math) in the overall program and student progress reports for a school?

87% : a. yes
5% : b. no
6% : c. not sure

4. Would you prefer that the NCLB require portfolio assessments of music students, rather than a test, to be part of the overall student and school program assessment?

66% : a. yes, music portfolios would be welcome as part of the overall federal assessment of the school/student
18% : b. no, music portfolios would not be appropriate as part of the overall federal assessment of the school/student
13% : c. other (Please write in):

5. Do you think all states and districts should have to comply with the "highly qualified" teacher requirement of the NCLB? Or, should exceptions/exemptions be allowed, so districts could hire non-certified, non-licensed performers to fill music teacher positions?

36% : a. yes, all districts should comply with the highly qualified teacher requirement, regardless of circumstances
51% : b. as much as possible, all districts should comply with the highly qualified teacher requirement, with occasional exceptions when necessary
5% : c. I generally think it's okay if some districts hire non-certified musicians to teach music if there is no other choice in terms of scheduling or budget allowances
3% : d. schools should be allowed to hire non-certified "paraprofessionals" as music teachers as long as they work under the supervision of highly qualified educators
1% : e. not sure what I think about this issue

6. What recommendations/advice would you give to MENC, as the MENC National office prepares to approach legislators regarding the reauthorization of the NCLB? We want to emphasize to legislators that simply naming the arts as a core subject in the NCLB bill may not be sufficient to help preserve music programs. Should MENC ask for a legislative change in the law, or, ask instead that the law routinely grant waivers to schools/states so schools can use a combination of indicators to assess student and program progress, rather than just math and science? Any and all ideas welcome! This is your time to help us effect change.

ABOUT YOU:

1. Are you an MENC member?

93% : a. yes
5% : b. no

2. What grades do you teach? Check all that apply:

7% : a. pre k
28% : b. kindergarten
35% : c. 1 - 3
46% : d. 4 - 5
43% : e. 6
42% : f. 7-8
33% : g. 9 - 12
9% : h. college
7% : i. I'm a student
2% : j. I'm retired
2% : k. I'm an administrator

3. What areas do you teach? Check all that apply:

39% : a. band
45% : b. chorus
15% : c. orchestra
57% : d. general music
7% : e. early childhood
19% : f. jazz
17% : g. theory
7% : h. composition
13% : i. music history/philosophy
8% : j. methods/pedagogy
15% : k. other