Education Through Music, Inc. Overview
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New York 10168
Target demographics: low-income children in grades Pre-K through 8th grade
Direct beneficiaries per year: 15,000 kids
Geographic areas served: New York City
Programs: During 2013-14, ETM's partner school program provides music education to 15,000 at-risk students in 28 schools in NYC who would otherwise have limited or no access to the arts.
ETM also advises schools and organizations in other communities, including an independent organization, ETM-LA, which is licensed to replicate ETM's model in Los Angeles.
Since 1991, ETM has harnessed the power of music to enhance the academic performance and general development of its students. Our work provides these children with the skills to become better learners and the confidence to live in an increasingly challenging world.
To measure ETM’s effectiveness, surveys were conducted with students, teachers, principals and parents. Students’ assessment scores in music and academics were also obtained.
Summary of findings
*ETM students show greater academic achievement than their peers in non-ETM schools. The ETM program supports learning in the academic areas of Math and English Language Arts (ELA). Comparative data from the New York State (NYS) Assessment suggests that students within ETM schools have greater academic achievement than those in NYC public schools that have similar demographic populations. Furthermore, ETM students’ academic achievement is positively correlated to their musical achievement, based on performance measures from the NYS Assessments and the ETM Music Assessment.
*ETM has a positive impact on students’ general development. The ETM program is important to students’ development in a variety of social and emotional measures, as indicated by survey responses from students, classroom teachers and parents. Most notably, respondents reported that the program helped students within the areas of self-esteem, creativity, and positive attitude.
*ETM’s partnership school communities highly regard the music program. The overall program is perceived as a necessary and positive school presence, as indicated by survey responses from classroom teachers, principals, and parents. In particular, classroom teachers regard the program’s music instruction as beneficial to their students’ learning in all areas.
See a full report at: http://issuu.com/tlemberger/docs/etm_2012-13_final_report-web