Geography of Music Access, Race, and SES in NYC Public Schools: Public vs. Charter

Autor/in	Aprile, Andrew
Titel	Geography of Music Access, Race, and SES in NYC Public Schools: Public vs. Charter
Quelle	In: Arts Education Policy Review, 122 (2021) 2, S.115-135 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aprile, Andrew)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-2913
DOI	10.1080/10632913.2020.1746711
Schlagwörter	Public Schools; Urban Schools; Charter Schools; Early Childhood Education; Music Education; Access to Education; School Size; Socioeconomic Status; Racial Composition; School Location; Elementary Schools; New York (New York) + Suchen Sie Ihr Suchwort? Public school; Öffentliche Schule; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Charter school; Charter-Schule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Musikerziehung; Access; Bildung; Zugang; Bildungszugang; Socio-economic status; Sozioökonomischer Status; Schulgelände; Elementary school; Grundschule; Volksschule
Abstract	This study explores segregation and privatization in NYC public schools through the lens of early childhood music education. On a "macro level" (district/citywide), this article compares access to music in charter schools and traditional public schools serving kindergarten through third grade (K-3) and examines how different socio-demographic factors related to the presence of music instruction in both sets of schools. Quantitative and geographic analyses indicate that charter schools and traditional public schools offered early childhood music programs at comparable rates and that the prevalence of music correlated with school size. However, when accounting for music instruction by non-certified school-based staff, traditional public schools were significantly more likely to provide K-3 music than their charter school counterparts. Notably, the socioeconomic status (vis-à-vis PTA contributions) and racial composition of schools correlated with the presence of music in traditional public schools, but no such correlations could be established for charter schools, which, in NYC, are predominantly located in communities of color with higher rates of poverty. In NYC, despite state mandates to provide instruction in all arts domains, lack of access to early childhood music instruction seems predicated on the unintended consequences of PTA funding and the expanding charter school movement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01