Money is given on a "needs" basis - with written justification for its use.
(2009 survey) AE
We will possibly lose funding for music teachers. We will definitely lose the majority of our classroom funding, if not all of it.
(2009 survey) Alabama
Our state legislature is drastically cutting all education funds and it will hit our district hard; about 15% of the district's total budget will be cut if the state budget passes as is currently proposed. They have already said top priority will be to try to keep classroom sizes from increasing too dramatically and avoid layoffs of teachers. But, they are also talking about cutting non-tenured teachers if they have to.
(2009 survey) Arizona
Our high school is a separate district. They are heavily targeting specific fine arts programs and staff in their cuts. The elementary district where I am is currently going to try to cut everything they can short of actually cutting programs and teachers for those programs. This could change at any point depending on decisions of the legislature on education funding. Legislature has until July 1 to tell school districts what their funding will be, but districts have to make personnel decisions by April 15. It is a mess!
(2009 survey) Arizona
Arizona ranks 50th for funds per pupil. In order to afford music at the elementary level, bond override elections have had to be held. The last one, November 2008, did not pass. With the failing economy, the loss of the override, and a state whose legislature does not value education, 85 certified teacher positions were cut for 2009/2010 school year. Music, art, p.e., and library were at the top of the list of cuts. The students in our district will be hurt tremendously, and there is little hope of reviving programs. It is such a waste of exceptional teaching talent and such a loss for all students.
(2009 survey) Arizona
All music, art, p.e., and some library staff will be eliminated at the elementary level. Those programs will disappear.
(2009 survey) Arizona
I got no capital this year to fund my program.
(2009 survey) Arizona
All elementary music programs/teachers will be eliminated.
(2009 survey) Arizona
State/local funding not supportive.
(2009 survey) Arizona
All music, art, p.e., and some library staff will be eliminated at the elementary level. Those programs will disappear.
(2009 survey) Arizona
Arizona ranks 50th for funds per pupil. In order to afford music at the elementary level, bond override elections have had to be held. The last one, November 2008, did not pass. With the failing economy, the loss of the override, and a state whose legislature does not value education, 85 certified teacher positions were cut for 2009/2010 school year. Music, art, p.e., and library were at the top of the list of cuts. The students in our district will be hurt tremendously, and there is little hope of reviving programs. It is such a waste of exceptional teaching talent and such a loss for all students.
(2009 survey) Arizona
Before our new principal, I received $500/year for approximately 700 students. When the new principal came and saw what we were doing, she increased my budget to $3000 so that I could improve the students' opportunities to experience a wide variety of instruments. Unfortunately, our school district couldn't get a mileage increase passed (three tries - three failures), so everyone had to cut back in order to build the mandatory new school. I think once we get through this things will get better. I have three choirs (during recess time - once a week), two recorder groups, and 28 classrooms a week.
(2009 survey) Arkansas
Have to build a new school and district was in fiscal distress according to ADE (Arkansas Department of Education).
(2009 survey) Arkansas
Physical education, art, music, no fieldtrips, no raises after promised for four years.
(2009 survey) Arkansas
Hello, I am writing on behalf of the families and students in the Buellton Union School district in Santa Barbara County, California. For decades, we have had a terrific music program for our K-8th grade students. Sadly, this fall, due to state budget cuts, our music program has been eliminated. Our music teacher was awarded the distinction of Santa Barbara County's "Teacher Of The Year" just three years ago. We have an incredible program in place and no money to fund it. As you can imagine, this is devastating for all of us. Our music director teaches over 700 students a week, all of whom adore him. I have personally volunteered to help in his class and have seen children pirouette out the door declaring, "Mr. [...], this class is more fun than recess." A few weeks ago, just before school let out, he directed our 4th grade classes in a musical about the history of the state of California. I sat outside his class listening to the joyful voices inside, with tears flowing down my cheeks. How can we squash the joyous sounds of children's voices singing?! I attended the 8th grade graduation at our middle school on 6/11/2009. Every student that stood up with high honors and highest honors were all band students. Five out of six awards for overall academic achievement in each subject went to music students. As I am sure you are aware, this is no coincidence. Music makes a difference in our children's academics. This year parents from our school district revived a non-profit organization called, "Joyful Note Music Education Foundation" (www.joyfulnote.org) in an effort to raise money for our program. This non-profit was started several years ago by our music director in an effort to support music education. Until now, we have been fortunate to have state funding to keep our program afloat; however, this is no longer the case. We have work diligently this year to raise money and currently have about 25K. We are working with our school board to lease the school facility and instruments for a nominal fee, in an effort to keep our music program going. Our dilemma is funds. We need about 100K to keep this going each year. We are writing grants but have so far had no luck. ... We are desperate to keep this well-established music program afloat.
(2009 survey) California
Our district is moving to a middle school model (6-8) instead of jr. high (7-9). This means our elementary schools become K-5. *Most* teachers are being reduced to reflect this change. Many will travel between schools (80% at one and 20% at another).
(2009 survey) Colorado
The state is rescinding money, so we'll see. I think our school gave $10,000 back to the district. I have not seen if my budget was affected.
(2009 survey) Colorado
I have had to get more resourceful and more creative, but my students are still benefitting from a quality education. Thank you Plank Road for all you do! We are still here. :)
(2009 survey) Colorado
Not sure yet, but a decrease [in funding] is expected for the 2009-10 school year due to declining enrollment.
(2009 survey) Colorado
Elementary music is probably safe for one more year in my county. Surrounding counties have already announced music elimination for next year. Florida has a $2.3 billion budget deficit that legislators plugged by cutting education by $140.00 per student for next year. Music and art are at risk.
(2009 survey) Florida
... our funding has been cut across the board. Our superintendent has called for community meetings. See http://www.volusia.k12.fl.us/ and read her "Call to Action." I love this county, its school board, administration, teachers, and music supervisor!
(2009 survey) Florida
Orange County has a 102 million dollar budget cut coming up this school year which is certainly going to affect all of the music teachers in the county. It is not looking positive.
(2009 survey) Florida
[Amount of music budget decrease is] unknown at this time but outlook is *not* favorable in Florida. It is very scary.
(2009 survey) Florida
lost 600+ teachers, 150-200 support personnel
(2009 survey) Florida
Budget cuts, program cuts are unknown at this time.
(2009 survey) Florida
We have been "Left Behind!" Our system makes every effort to fund other "needs" except for the Fine Arts! Our Honor Bands, Festivals, etc., are supported by the fees we have to pass on to our students so that we can have the events.
(2009 survey) Georgia
We do not get budget funding. "Each School is Site-Based Managed by the Principal," so we have no way to buy instruments, repair instruments, or purchase materials for the classrooms.
(2009 survey) Georgia
Money was too tight to give any money to music. There was a new school that had to be furnished, so all music money went to the new school
(2009 survey) Georgia
At this time it is unsure, but there is a good chance that one or more music teachers could be cut and that music classes could be shortened so that they need less teachers to cover more schools.
(2009 survey) Georgia
In my community, band is the program they see as necessary because it goes with sports. All other music is taught in correlation to classroom teachers' planning. The students must go somewhere while this takes place. I don't think that many see music as a viable subject.
(2009 survey) Georgia
My schedule is six or seven classes per day, 45 minute class each. I see each student in grades three through five once a week, and I see sixth graders everyday but a different bunch of kids every nine weeks. I have an after school choral program that meets one day a week for one hour. The school is good enough to grant me extra rehearsal time if I need it, which I usually do. My chorus consists of 55 to 65 fourth, fifth, and sixth graders. We go on a trip every year and perform at least eight or ten times. I also do an after school musical theater program for six weeks out of the year. Usually involves 25 kids from my school. Plus, two or three classroom musicals.
(2009 survey) Georgia
funding cut from state legislature
(2009 survey) Georgia
cut 20%
(2009 survey) Georgia
I am a general music teacher who fell into this dream of a job from the regular classroom about 20 years ago. I have endeavored to learn all the music I can and push our primary school program of music to its limits for the sake of the children in my county. As the only music teacher the children of primary school age experience in our rural setting, music literacy has weighed heavily on my mind and heart. I think I have taught everyone and their parents in the course of the years I have been here.
Music K-8 has been a wonderful resource for my program. I have been using your material from the very first issue. I began a performing group of 12-20 children about 15 years ago. I now have a special group of 2nd and 3rd graders who are the Washington Wilkes Primary Performers that do three or four special programs every year. We just performed last night with 40 of my 45 children present. We used two of your new songs in our program. Everyone enjoyed "It's All Good", but raved about "Yakkin' On A Cell Phone." The children really enjoyed showing a little attitude in their performance of that number to their parents.
Thank you for all the creative songs, advice, tips and encouragement for music educators. This field can be a lonely one in a rural setting with no one else in the system to bounce ideas and concerns off. Thank you for being a lifeline for me.
(2009 survey) Georgia
I was a "late-bloomer" and was certain that my going back to school to get my degree (at 49) to teach would certainly land me a great job teaching band (which I was certain was my destiny). I had to relearn my instrument (clarinet), and other than playing piano for church, I had not done anything musically in 27 years. I commuted to Athens from Snellville for two years before getting to student teaching. While all of that was going on, I had three boys at home with the usual responsibilities that go along with that. Did I mention that they were all active in sports? Most nights found me at practice with them while doing my "listening" for Music History. A dear friend gave me a lead (while student teaching with him) about a long-term band sub position at a middle school. Graduating in December presents different challenges because most positions are filled and "the pickings are slim." Then an Assistant Band Director's job at a High School came up - another lead from the same dear friend. It was a "part-time position" that ended up being about 40 hours a week. I loved it, but I was not interested in keeping that kind of work schedule. Besides, I had sons that played football on Friday nights at our own high school. It has been a roller-coaster first four years, and somehow I am still hanging in there. Nothing that I learned in school could have prepared me for the adaptability that would be expected of me. I am going to hit the highlights. So, here goes:
Year One
- 1. Hired the Friday before school started to rebuild a "Chorus" program that had been abandoned for 10 years. (A lead from a different dear friend.) I interviewed for the job on a Monday. Open House was on Thursday evening, and they already had my name on the map, but they had not offered me the job. A friend who had a child at the school called to congratulate me on my new job. I was floored that they had me down as a teacher and they had not contacted me yet to offer me the job. Got the call on Friday after lunch and I went in to fill out paperwork and stuff. I didn't sign the contract for almost two weeks because I wasn't sure if I was going to stay or not.
- 2. Showed up Monday morning to a room that was full of junk and had no materials (keyboard, octavo, tape/CD player). Sent an S.O.S. to a former professor, and he came through with many good suggestions. I also used the county e-mail and sent out a plea for help, and the only response was from another new teacher that was also asking for help. When I got there, bright and early on the first day of school, they informed me of my "bus duty," in the front directing busses to unload the students, and, of course, it was raining. For the next nine weeks, I used all of my own equipment and the lessons that I had from Elementary and Secondary methods classes while in college.
- 3. Found out that I was not allowed to recruit because I would have a rotating student population that would change every nine weeks. And I forgot to mention that they did not choose to be in my class, and if they wanted to stay with me, they couldn't. They already had a general music class that was really a music history class taught by the former orchestra teacher who they couldn't get rid of because of his length of service.
- 4. Not to be defeated, I started a "Chorus Club" that met weekly. We went to the Governor's Mansion to sing at Christmas, went to LGPE (Large Group Performance Evaluation) and received "Excellent" ratings on Performance and Sight-reading. (Most of the kids came from Band and Orchestra.)
- 5. We got word that we would "receive" a displaced teacher to be the Assistant Band Director. (But shouldn't that be my job?)
- 6. In January, I was asked to teach 1/2 band, 1/2 chorus the next school year because the second band teacher was going to be displaced.
Year Two
- 1. Over the summer, I shopped the yearbook and "selected" students that I had taught in "Chorus" the first year, and they became my first chorus students in 7th and 8th grade.
- 2. I was allowed to recruit with band and orchestra. I was to teach Band half of the time and Chorus the other half of the time. I had to share the time that I had to recruit to "show" the woodwind instruments. Of course, I was a team player, and I ended up with 23 Chorus students. Band recruited about 130. (sigh....) So, I also had to teach General Music. By this time, the other General Music teacher had retired. That year I ended up with 40 6th graders in Chorus by the end of the year.
- 3. I had about 25 students in both 7th and in 8th grade Chorus. Both grades grew to about 40 by the end of the year. Went to LGPE all grade levels and received excellent ratings.
- 4. In January, I was notified that I would be displaced (and the Chorus program dropped). I was heartsick. That night after the shock wore off, I started planning my defense. I went to the Principal the next day and told her, "You do know that you will have to hire two teachers to take over my class sizes?" When she asked me to explain, I reminded her that I had more than the magic 33 per class that was the state limit. (Chorus can have 80 per class.) This was all happening while I was preparing students for 6th grade statewide honor chorus. The kids asked me why I was so upset, and I told them. Well, they proceeded to write letters of petition to the principal. It was BAAAD!!!!! She eventually changed her mind and I was allowed to stay on for the next year.
- 5. I was able to stay under the condition that I would teach Drama on half of my schedule. The current Drama teacher hated the rotating schedule and wanted back in the academic classroom.
- 6. I was one of the final three that interviewed for the new charter school, but didn't get the job. The job required someone to teach band, orchestra, chorus, and piano. They went with a "Dr."
Year Three
- 1. Recruited 25 6th graders, and the program continued to grow.
- 2 . Produced and directed my first musical, "Schoolhouse Rock, Live!, Jr." This all happened right in the middle of LGPE preparations, because that was the only time that the high school theater was available.
- 3 . Enrollment at our school had leveled, and it was our last year of being a "Choice" school. We were a receiving school for students that attended schools that had not met AYP and had to offer transfers out.
- 4. Interviewed for a job at the high school that my middle school fed into teaching chorus, drama, and music theory. Didn't understand why I didn't get that job.
Beginning of Year Four
- 1. We kept being told that our enrollment was down by about 100 students from what had been planned. I knew that it would equal about three teachers, and that I would probably be one of the ones to be displaced. So, on the Tuesday after Labor Day (the official count for student enrollment), I was called in and told that my program would be discontinued and I would be placed in another school. The only problem was that there were other schools that were in worse shape that we were, and the county had to scramble to find a home for all of the teachers. Academic teachers were placed first, and then they got to the fine arts teachers.
- 2. For two weeks, I was in limbo. They couldn't tell me anything, other than that they were "working" on it. During this time, All-State fees and District Honor Chorus fees were due. I couldn't tell my students that I was leaving because I didn't know when or where I would go. I withdrew them from all events. So, when I got word about what and where I would be, I was dumbfounded. I would continue teaching chorus at my middle school on "A" days and be at our high school on "B" days helping out doing "whatever" they needed me to. The high school's Principal came through and helped keep me at my school, and I was still able to be with some of the best music teachers in our county. It also helped that our area superintendent told the school that they had to keep chorus.
Middle of Year Four
I was told at the end of January that my chorus program was canceled at the end of the school year and that I was put on the displaced list. We were asked to fill out a preference form (schools and positions/areas of interest) to enable HR to place in an area that would suit our areas of strength. Surely with almost a dozen new schools opening, finding me a new home would not be a problem. I have since been placed at a Title 1 elementary school and will co-teach with another music teacher. Even after telling HR about other schools with music openings, I was told that, "this is the offer that we have, and you need to take it or resign." I am apprehensive about the move, but know that with a little hard work, it will all work out. One thing is for sure: If you do not have a passion for what you do, and possess an enormous amount of adaptability, you will not succeed in this music education business. I have asked myself many times why it is that I do what I do. It can only be that I truly love teaching and I love what I do - most of the time =)
(2009 survey) Georgia
Our state superintendent has made the decision to decrease the state classroom teacher fund from $350/year to $300, I believe.
(2009 survey) Idaho
At one school where I taught, classroom music was cut entirely for all grades. This is in the Chicago Archdiocese.
(2009 survey) Illinois
Parents were not told [of cuts] before registration.
(2009 survey) Illinois
Band is funded by band parents. Middle school teachers have a budget. Elementary (K-5) has no budget. The district purchases text books every 10-12 years.
(2009 survey) Illinois
We may get a small building budget to purchase materials next year.
(2009 survey) Illinois
Possibly not replacing retiring music teachers (two at grade level K-5)
(2009 survey) Illinois
We do not receive money from the district at all.
(2009 survey) Illinois
Our school district believes in a strong music program. As a district, our average test scores are well above average! Direct correlation? I think so.
(2009 survey) Illinois
I am retiring at the end of the '09 year. There will be a new hire.
(2009 survey) Illinois
We are still in a smaller community that appreciates the arts. Our programs are used as strong public relations tools for the school. I don't know how long this will continue in light of Illinois politics and education funding.
(2009 survey) Illinois
We currently have neither a band nor a choir director at our high school next year. The school board is planning to pull a fast one and cut our music program. I am a junior at the high school and a band member. I'm planning to fight for our program no matter what. I need help to stand up to the school board though, because no one wants to stand up in this town for what they believe in. The board is planning to stretch our current middle school music teacher to her limits by sending her to our high school. It's a nightmare down here. I don't want to lose my passion - my music.
(2009 survey) Indiana
The big issue at hand is the reduction of a position from full-time to .8 or .75. The quality of the program will be compromised if our elementary music position is not full-time. The limitation of resources is yet another case of administrators telling us to do more with less, a trend that has been happening for the last three years that I have been at this school district. In the end, education as a whole has to examine the importance of music education as a subject area in our public school system.
(2009 survey) Iowa
Our school's budget has to change because of state funding.
(2009 survey) Kansas
Band teacher might not be back and they might not fill his position.
(2009 survey) Kansas
Band teacher might not be back and they might not fill his position.
(2009 survey) Kansas
Our school's budget has to change because of state funding.
(2009 survey) Kansas
Budget cuts throughout county.
(2009 survey) Kentucky
The elementary instrumental music program 3-6 is currently slated for elimination for the '09-'10 [school] year.
(2009 survey) Massachusetts
The elementary instrumental music program 3-6 is currently slated for elimination for the '09-'10 [school] year.
(2009 survey) Massachusetts
Hard to say exact amounts. Fine Arts are on a curriculum review year, so we get a nice influx of funds for curricular items. This is a one-shot deal! We are VERY lucky to have a Curriculum Director who is an arts person and will fight for us.
(2009 survey) Michigan
Our district is considering closing up to three buildings. This means that our schools will be extremely crowded and that nearly no one will have a dedicated music classroom. Currently many of our teachers teach from carts, teach in a gym, library or share a classroom with another teacher.
(2009 survey) Michigan
Michigan (and especially the Saginaw area) has been devastated by the automobile industry's problems. We have lost over 200 students in our district in the last two years and expect to lose more this year. Two Catholic elementary schools have closed and two more may be.
(2009 survey) Michigan
I only received funds from the district for my elementary program. This year I only received $210. My junior high and high school classes have to fundraise for all the money we have. The school district believes because they give me a small amount of money for my elementary program that they cannot allocate any funds for my junior high and high school choirs.
(2009 survey) Mississippi
Our district is taking severe cuts and I have been warned that I may not have a job next year in any of the schools. Money is being pulled for math and reading program funding.
(2009 survey) Mississippi
I have never had a budget at any school I have worked at to supply things for my program. Usually the things that supplement my program are purchased through my personal funds.
(2009 survey) Mississippi
They are also letting go of people that they think are not necessary such as K-3 teacher aides. One of our high school band directors has already been told that they are cutting her position and using the other three directors at the three schools.
(2009 survey) Mississippi
Our district is taking severe cuts and I have been warned that I may not have a job next year in any of the schools. Money is being pulled for math and reading program funding.
(2009 survey) Mississippi
All budgets decreased because of increases in fuel [costs].
(2009 survey) Missouri
The school district I work in is very small. If I absolutely need something, within reason, they will buy it. The band instruments have all been donated from community members and are in very poor condition; some are not playable at all. I do not have the money to buy things myself either. Just essential items I need to enhance what I am doing, and the things I buy are as cheap as I can find.
(2009 survey) Missouri
More students, bigger classes, more sections of each grade level, no more music teachers will be helping teach these extra sections.
(2009 survey) Nebraska
This year, our school laid off the music teacher and shut down the entire music program. After last year when we fought to keep it, they tried to get rid of it again. So we tried our hardest to save it, but even after the 200% increase in music students from this year, the school board has chosen to end the entire program. This bothers me because I have had the same music teacher since 5th grade, and now because I am a junior, I will not graduate while in a band of any kind, when I only have one year to go.
(2009 survey) New Hampshire
What has hurt our programs more than a lack of funding is the emphasis New Mexico has put on testing and meeting AYP. We have lost a significant number of students in all electives as students are pulled out and put into tutoring classes. We have some students who, in a six period day, do two math classes (one regular, one tutoring), two language arts classes (same situation), science and history. That leaves no time for any electives.
(2009 survey) New Mexico
I have received only $200 annually for the past two years. Previously, I had received as much as $600.
(2009 survey) New York
Not sure. The budget is not yet finalized (state or local). If budget is cut, then yes.
(2009 survey) New York
Poor decisions in the county government with the use of money has caused many places to feel the effects of this misuse.
(2009 survey) North Carolina
We get absolutely no state or school budget money. I have to apply for grants or beg from the PTO.
(2009 survey) North Carolina
We will have major music program budget-cuts, and my job is on the edge due to the fact that I am the "chorus/general-music" specialist. I have no money in my budget, and all the students have is what I've had to purchase. My school is the smallest middle school in district, and considered the "inner-city." I love it for its smallness and diversification! We are trying to raise funds for concert uniform shirts with names on them. I have taught for 27 years as a music/chorus/band teacher and am a professional clarinetist! I want the very best for my students... because they believe that they can achieve!
(2009 survey) North Carolina
This is my first year teaching at this school. When I stepped in the door, I realized that the newest curriculum they had was from 1984. We have been doing some major fundraising to buy new curriculum. We have raised enough to purchase [the] kindergarten and 1st grade curriculum! However, with the poor economy and our high-poverty area, it will take a long time to raise enough money for all grades.
(2009 survey) North Dakota
I have been teaching in the elementary classroom for 28 years, and not until these later years have I really been able to break through into the minds and hearts of my students, as I now teach every academic area of my curriculum with music/songs. My students talk proudly of how they remember things that they would never be able to remember if they didn't sing the song that was used to teach specific concepts.
I teach handwriting, spelling, reading (decoding skills and comprehension skills) language arts, math, science, and the students favorite, social studies, using songs.
In addition, my students are able to write better than average students far above their grade level. Their spelling has improved leaps and bounds, along with the wonderful stories they write and are able to express as a result of the songs they sing and love.
This week, one of my first graders said, "I am so glad that Abe Lincoln wrote the Emancipation Proclamation so we don't have slavery any longer."
They learn history, geography, issues on protecting our world, along with higher level math skills, and [have a] much greater retention of all these wonderful things they have learned.
I am currently collaborating with the University of North Dakota to create a research study to show the positive results of this wonderful way to teach.
I will be presenting this spring at the state math conference, with a two-hour presentation in the math area alone of how to use music in the math classroom.
Music excites my students as much as it does me, and best of all, their academics are soaring.
(2009 survey) North Dakota
Many of our schools are struggling to meet AYP, and the district is spending increasing amounts of money and time to get scores up. Science, social studies and the arts have fallen by the wayside. Music has been cut from 45 minutes once per week, to 40 minutes once per week. We are strongly encouraged to spend our time reinforcing math and reading skills in music lessons.
(2009 survey) Ohio
