Policy, Perception, and Practice: Music Education in High-Need Contexts Under Connecticut’s Accountability System

• In Event: AERA Roundtable Session Saturday 9:45 am
  In Roundtable Session: From Access to Transformation: Disability, Giftedness, Music, and Neurodivergence in Education

Abstract

This qualitative study investigates the impact of Connecticut’s accountability system on music education programs. Utilizing semi-structured interviews with ten participants, the research explores the perceptions and experiences of music educators and administrators in high-need schools. The study examines how a range of socioeconomic contexts, resource allocation decisions, and accountability pressures impact the practical realities of music education programs across the state. Findings reveal that there is inconsistent awareness of policies that affect decision-making at the district and school levels. This study highlights the need for the intentional alignment of policy, resources, and school-level praxis to ensure equitable arts access.

Authors

• Juliana George, Teachers College, Columbia University

• Drew Xavier Coles, Teachers College, Columbia University