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8407229

Philip, Frank Stuart

THE STATUS OF ARTS AND OTHER SPECIALIST DIRECTED PROGRAMS IN
MICHIGAN PUBLIC ELEMENTARY SCHOOLS, 1982-83

Ph.D. 1983

M ichigan State University

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Copyright 1983
by
Philip, Frank Stuart
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THE STATUS OF ARTS AND OTHER
SPECIALIST DIRECTED PROGRAMS IN MICHIGAN
PUBLIC ELEMENTARY SCHOOLS, 1982-83

By
Frank S t u a r t P h i l i p

A DISSERTATION
Subm itted to
Michigan S t a t e U n iv e r s ity
in p a r t i a l f u l f i l l m e n t o f th e re q u ire m e n ts
f o r th e degree o f
DOCTOR OF PHILOSOPHY

Department o f C urriculum and I n s t r u c t i o n
1983

\

C opyright by
Frank S t u a r t P h i l i p
1983

ABSTRACT
THE STATUS OF ARTS AND OTHER
SPECIALIST DIRECTED PROGRAMS IN MICHIGAN
PUBLIC ELEMENTARY SCHOOLS, 1982-83
By
Frank S t u a r t P h i l i p

Purpose
The purpose o f t h i s s tu d y was to determine; th e p r e s e n t
l e v e l s o f s p e c i a l i s t d i r e c t e d programming in Michigan P u b lic
Elem entary Schools f o r th e a r e a s o f A r t, Vocal Music, Band,
O r c h e s tr a , Drama, Dance, Phy sical Education and Guidance C ounsel­
in g .

The s tu d y a l s o :

measured th e changes in th e programming

o v e r a f i v e y e a r p e r io d ; compared th e e x i s t i n g l e v e l s to da ta
from s i m i l a r s t u d i e s in 1974, 1977 and 1979; and g a th e re d inform a­
t i o n on th e re a so n s f o r th e changes as p e rc e iv e d by elem en ta ry
p rin c ip a ls.
Procedures
With th e s p o n so rs h ip o f th e Michigan A llia n c e f o r A rts
E d u c a tio n , th e Michigan Department o f Education and th e endorsement
o f th e Michigan Elementary and Middle Schools P r i n c i p a l s A s s o c ia tio n ,
a s i n g l e page (two s i d e d ) , survey in s tru m e n t was designed to
g a th e r th e needed d a t a .

Frank Stuart P h ilip
The su rvey was d i s t r i b u t e d to th e 529 p u b lic school d i s t r i c t s
in Michigan having f u l l K-12 programs.

Of t h a t t o t a l , 514 were

mailed to s p e c i f i c a l l y named and randomly s e l e c t e d elem en ta ry
p r i n c i p a l s , and 15 were p e r s o n a l l y d e l i v e r e d to c e n t r a l a d m in is tr a ­
t o r s in th e d i s t r i c t s having 20 o r more elem en tary b u i l d i n g s .
Special c o n s i d e r a t i o n was given to th e fo llo w -u p o f non­
re sp o n d en ts to a c h ie v e th e h ig h e s t r e t u r n r a t e p o s s i b l e .

The

o v e r a ll r e t u r n r a t e o f th e su rv ey was 82.6% r e p r e s e n t i n g ap p ro x im a te ly
92.7% o f th e t o t a l Michigan elem en ta ry s tu d e n t p o p u la tio n .

During

th e c o u rse o f th e te le p h o n e fo llo w -u p pro ced u re and th e personal
v i s i t s , 115 o f th e re s p o n d e n ts were in te rv ie w e d .
The survey g e n e ra te d 355 v a r i a b l e s which were analy z e d to
r e f l e c t th e number and n a tu r e o f program s, r e l a t i o n s h i p s between
d i f f e r e n t v a r i a b l e s , and f r e q u e n c ie s o f re s p o n se .
Findings
S p e c i a l i s t d i r e c t e d programming was found to have d e c lin e d
from p r e v io u s ly r e p o r te d l e v e l s in a l l c a t e g o r i e s examined.
The pre sen c e o f e x i s t i n g programs was s i g n i f i c a n t l y r e l a t e d
to d i s t r i c t s i z e f o r A rt and Vocal Music but n o t f o r In stru m e n ta l
Music, Physical Education and Guidance C o u nseling ;th ou gh P hysical
Education did e x h i b i t th e same l i n e a r r e l a t i o n s h i p o f A rt and Music
showing t h a t l a r g e r d i s t r i c t s were more l i k e l y to have programs.

Frank Stuart P h ilip
When th e formula s t a t e a id f a c t o r was compared to programs,
s i g n i f i c a n t r e l a t i o n s h i p s were e s t a b l i s h e d f o r A r t , Vocal Music
and Ph y sical Education but n o t f o r In stru m e n ta l Music, Drama o r
Guidance C ounseling.
S i g n i f i c a n t r e l a t i o n s h i p s were a ls o found when th e p re sen c e
o f each program was c r o s s t a b u l a t e d w ith th e o t h e r s , w ith th e
e x c e p tio n o f In s tru m e n ta l Music and Guidance C o un seling .
The l o s s e s in programming were a t t r i b u t e d to l o s s e s in funding
f o r most d i s t r i c t s , b u t th e reaso ns f o r c u t t i n g th e s e programs
were a l s o r e l a t e d to poor communication co n cern in g th e b a sic
n a tu r e o f th e programs.
A g e n e r a l l y p e s s i m i s t i c f o r e c a s t f o r th e f u t u r e o f th e s e
programs was made by th e re s p o n d e n ts .
C onclusions
Based on th e fin d in g s o f t h i s s tu d y i t could be concluded
t h a t a d v o c a te s f o r th e programs in q u e s tio n had g e n e r a l l y been
i n e f f e c t i v e in p re v e n tin g th e l o s s o f programming due to th e
f i n a n c i a l p l i g h t o f d i s t r i c t s and th e la c k o f c o m pellin g arguments
to r e v e r s e th e p ro c e s s .
I t was a l s o concluded t h a t th e in c id e n c e o f programs and
program p a t t e r n s was sometimes a f a c t o r o f re a so n s o t h e r than
e d u c a tio n a l o n e s, i . e . s c h e d u lin g .

Frank Stuart P h ilip
Recommendations
Recommendations* based on th e c o n c lu s io n s , were made t o :
th e Department o f E ducation co n cern in g th e need f o r i t s le a d e r s h ip
to a d d re ss th e problem ; th e p r o f e s s i o n a l o r g a n iz a ti o n s in vo lv ed
in th e program a r e a s c o n ce rn in g th e need t o broaden t h e i r re s p o n ­
s i b i l i t i e s in th e c u rric u lu m ; th e advocacy a g e n c ie s to p ro v id e a
c l e a r , w ell a r t i c u l a t e d r a t i o n a l e f o r program s; and to t e a c h e r
t r a i n i n g i n s t i t u t i o n s t o enhance th e p r e p a r a t io n o f classroom
te a c h e r s and s p e c i a l i s t s in th e a r t s a r e a .

D edicated w ith love
to my p a t i e n t w ife
G lo ria and my c h i l d r e n
Brandy and B radley.

ACKNOWLEDGEMENTS
This t a s k co u ld n o t have been completed w ith o u t th e s u p p o r t,
encouragement and guidance o f my d o c to r a l committee — C h a irp e rso n ,
Dr. Peggy R i e t h m i l l e r ; Dr. W illiam Mehrens; Dr. Benjamin B ohnhorst;
and Dr. C h arles S t e e l e .
I am a l s o in d e b te d t o :

Dr. Paul Novak and Dr. Teresa S ta te n

o f th e Department o f E ducation whose encouragement and e x p e r t i s e
c o n t r i b u t e d enormously to th e p r o j e c t ; Mr. Jason Flow er, p r i n c i p a l
o f Winans Elem entary School who provided a sounding board f o r th e
stu d y and c o u n t l e s s forms o f p r o f e s s i o n a l , p h y sic a l and emotional
s u p p o r t; and to my t y p i s t , J a n e t G r e is in g e r who d id th e im p o ssib le
jo b o f decy p h e rin g my r i g h t - b r a i n e d penmanship.
S p e c ial th ank s i s a l s o extended to th e o r g a n i z a t i o n s who
su p p o rte d and endorsed t h i s s tu d y :

th e Michigan Department o f

E d u c a tio n , th e Michigan A llia n c e f o r A rts Education and th e Michigan
Elem entary and Middle Schools P r i n c i p a l s A s s o c ia tio n .

TABLE OF CONTENTS

LIST OF TABLES
CHAPTER I :

..................................................................................................... vi

THE PROBLEM......................................................................................... 1

I n tr o d u c ti o n

.............................................................................................

Purpose o f th e Study

1

.............................................................. . . .

5

Need f o r th e Study............... ..........................................................................6
D e f i n i t i o n o f Terms............. .....................................................................

7

Assumptions

.............................................................................................

8

L im ita tio n s

.............................................................................................

8

Q uestions Answered
Procedures

............................................................................... 10

................................................................................................11

Overview o f th e Study..............................................
CHAPTER I I :

REVIEW OF RELATED LITERATURE

I n tr o d u c ti o n

12

........................................ 14

............................................................................................. 14

Recent S ta tu s S t u d i e s f o r S p e c i a l i s t D ire c te d Programs
S ta tu s Survey Impact

. 15

.................................................................... 18

N ational and S t a t e S tu d ie s on th e A rts in
Education and General E d u c a t i o n ......................................................... 21
The Advocacy Movement

.................................................................... 25

How t h e A rts a r e Advocated: R h eto ric About
th e Need f o r A rts E d u c a t i o n ................................................................. 29
Summary
CHAPTER I I I :

......................................................................

34

DESIGN OF THE STUDY................................................................ 37

I n tr o d u c ti o n

............................................................................................. 37

R estatem en t o f t h e Purposes o f th e Study

................................. 37

P o p u la tio n and S a m p l e .............................................................................. 38

Development o f th e Survey In stru m e n t ........................................

40

.......................................................................

47

Data C o lle c ti o n Procedures ..............................................................

51

The Survey In s tru m e n t

Data P ro ce ssin g and T r e a t m e n t .......................................................... 52
S u m m a r y ...........................................................................................................54
CHAPTER IV:

ANALYSIS OF THE D A T A ...............................................................56

I n tr o d u c ti o n .............................................................................................

56

Data C o l l e c t i o n ......................................................................................... 56
F i n d i n g s ...........................................................................................................59
S u m m a r y .........................................................................................................121
CHAPTER V:

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS .................. 124

I n tr o d u c ti o n ............................................................................................. 124
S u m m a r y ........................................................................................................ 125
C o n c l u s i o n s ................................................................................................126
Recommendations f o r t h e Department o f Education
Recommendations f o r A rts Advocacy Groups

. . . .

137

.................. . . 140

Recommendations f o r P r o f e s s io n a l O rg a n iz a tio n s .................. 141
Recommendations f o r Teacher T ra in in g I n s t i t u t i o n s

. . . 141

Com m ents.........................................................................................................142
APPENDIX A

............................................................................................................. 143

APPENDIX B

.............................................................................................................148

LIST OF REFERENCES................................................................................................ 159

v

LIST OF TABLES

2.1

S i g n i f i c a n t Events in th e A rts In Education
1n M ichigan: 1970-1983 ......................................................................

20

4 .1

D e s c r ip tio n o f Mailed Survey Data C o lle c ti o n ......................

59

4 .2

Comparison o f S p e c i a l i s t D ire c te d Programs
P r e s e n t in Michigan P u b lic Elementary Schools
in 1974, 1977, 1979 and 1983 .........................................................

60

4 .3

A rt Programs

................................................ ....................................... 62

4 .4

Vocal Music Programs ...........................................................................

4 .5

Band P r o g r a m s ........................................................................................ 66

4 .6

O rc h e s tra Programs

4 .7

Drama P r o g r a m s ........................................................................................69

4 .8

Dance Programs

4 .9

P h y sical Education Programs

...............................

72

4 .1 0

Guidance C ounseling Programs .........................................................

73

4.11

Summary o f S t a t e S p e c i a l i s t T o ta ls ............................................

75

4 .12

Summary o f D e t r o i t and O u ts ta t e S p e c i a l i s t
T o ta ls by P r o g r a m ............................................................................... 76

4 .13

Cross T a b u la tio n o f th e P resen ce o f
Programs by D i s t r i c t S i z e ..............................................................78

..........................................................................

64

68

...................................................................... 71

E x p la n a tio n o f 2 x 2 Cross T a b u la tio n T a b l e s ...................... 80
4 .1 4

Summary o f S i g n i f i c a n c e f o r D i s t r i c t S iz e and Program

.

81

Cross T a b u la tio n s :

.

83-89

S t a t e Aid By Presence o f Program

4 .1 5

A r t ............................................................................................................. 83

4 .1 6

Vocal M u s i c ............................................................................................84

4.17

In s tru m e n ta l Music ...............................................................................

4 .1 8

D r a m a .........................................................................................................87

4 .1 9

P h y sical E d u c a t i o n ...............................................................................88

4 .2 0

Guidance C o u n s e l i n g ......................................................................... 89

vi

86

4.21
4.2 2

Summary o f S i g n i f i c a n c e f o r Cross T a b u la tio n o f
S t a t e Formula Aid and th e P resence o f Programs . . . .

90

Comparison o f D i s t r i c t Enrollm ent S iz e and
Formula Aid S t a t u s . .
..............................................................

91

Cross T a b u la tio n s by Program According
to D i s t r i c t Count ...........................................................................

93-104

...............................................

93

4 .2 3

A rt by Vocal Music

4.2 4

A rt by In s tru m e n ta l M u s i c .........................................................

94

4 .2 5

A rt by P h y sical E d u c a t i o n .........................................................

95

4 .2 6

A rt by Guidance C o u n s e l i n g ...........................................

96

4.2 7

Vocal Music by In s tru m e n ta l Music

........................................

98

4 .2 8

Vocal Music by P h y sic a l E ducation

........................................

99

4 .2 9

Vocal Music by Guidance C ounseling

...................................

100

4 .3 0

In s tru m e n ta l Music by Ph ysical Education ...........................

101

4.31

In s tru m e n ta l Music by Guidance C ounseling

......................

102

4 .32

P h y sic al E ducation by Guidance C ounseling

......................

104

4.3 3

Summary o f S i g n i f i c a n c e f o r Cross
T a b u la tio n s o f Program O ffe rin g s

........................................

105

F req u e n c ies o f Responses f o r Q uestion 1
in S e c tio n V I I I ................................................................................

107

F req u e n c ies o f Responses f o r Q uestion 2
in S e c tio n V I I I ................................................................................

110

F req u en cies o f Responses f o r Q uestion 3
in S e c tio n V I I I ...........................................

112.

F req u e n c ies o f Responses f o r Q uestion 4
in S e c tio n V I I I ................................................................................

115

F req u en cies o f Responses f o r Q uestion 5
in S e c tio n V I I I ................................................................................

117

F req u en cies o f Responses f o r Q uestion 6
in S e c tio n V I I I ................................................................................

119

D i s t r i c t s R ep o rtin g Programs and Changes
Over L a st 5 Y e a r s ............................................................................

127

In c id e n c e o f Common Programs in D i s t r i c t s

133

4 .3 4
4 .3 5
4 .3 6
4 .37
4 .3 8
4 .3 9
5.1
5 .2

v ii

. . . . . .

CHAPTER I
THE PROBLEM
I n tr o d u c ti o n
S p e c i a l i s t d i r e c t e d programs in M ich ig an 's p u b lic e lem en tary
s c h o o ls a p p ea r t o have s u f f e r e d a s i g n i f i c a n t d e c l i n e o v e r t h e p a s t
te n y e a r s due t o d e c l i n i n g e n r o l l m e n t s , th e n a tio n a l and s t a t e economic
c r i s i s and th e r e s u l t a n t r e o r d e r i n g o f e d u c a tio n a l p r i o r i t i e s a t th e
lo c a l l e v e l .
While th e p r i n c i p a l re a so n s f o r
economic in n a t u r e , o t h e r f a c t o r s a r e
No one can deny t h e impact t h a t
upon th e

economy o f th e s t a t e .

th e s e r e d u c tio n s seem t o be
a l s o in v o lv e d .
th e r e c e n t r e c e s s i o n has made

High unemployment has r e s u l t e d in

a d e c l i n e o f d o l l a r s coming in to th e s t a t e t r e a s u r y w h ile th e amount
s p e n t in s o c i a l programs t o a d d re ss th e problem has s o a r e d .

This

phenomenon has e f f e c t i v e l y reduced th e amount o f d o l l a r s a v a i l a b l e
t o s u p p o r t e d u c a tio n .
In an e f f o r t t o b a la n c e th e b u d g e t, e x e c u tiv e o r d e r s r e s c in d in g
a l l o c a t i o n s to e d u c a tio n have t o t a l e d 750 m i l l i o n d o l l a r s o v e r th e
l a s t y e a r and a h a l f .

While some o f th e r e s c i s s i o n s were r e s t o r e d

and th e r e c e n t 38% s t a t e income ta x i n c r e a s e has a l l e v i a t e d some o f
th e p r e s s u r e , th e n e t e f f e c t has been a lo s s in form ula and c a t e g o r i c a l
a id t o lo c a l d i s t r i c t s .

Of th e 574 school d i s t r i c t s in th e s t a t e

which o p e r a t e s c h o o l s , 375 a r e e l e g i b l e f o r and r e c e i v e form ula s t a t e
a id .

(529 d i s t r i c t s o p e r a te K-12 p ro g ram s).(M ich ig an Department o f

E d u c a tio n , 1983)(Manwaring & F i e r y , 1983).

1

2

The r e c e s s i o n and high i n f l a t i o n r a t e has a l s o produced a
r e l u c t a n c e on th e p a r t o f v o t e r s t o s u p p o r t lo c a l school o p e r a tin g
mi 11 ages o r in c r e a s e s t o c o v e r t h e mounting c o s t s o f e d u c a tio n .
When co up led w ith th e d e c l i n i n g b i r t h r a t e , su b se q u e n t drop in e n r o l l ­
ment and d im in is h in g p e rc e n ta g e o f v o te r s w ith c h i l d r e n in th e
p u b lic s c h o o ls (28% a c c o rd in g t o th e 1982 N atio n al G allup P o ll on
E d u c a tio n ) ( G a llu p , 1982), most lo c a l school d i s t r i c t s have found i t
i n c r e a s i n g l y d i f f i c u l t to p ro v id e th e range o f programs th e y once had.
Because a b o u t 85% t o 95% o f a d i s t r i c t ' s o p e r a t i n g budget goes
to pay s a l a r i e s f o r scho ol em ployees, t h e d e c r e a s e in d o l l a r s has
t r a n s l a t e d d i r e c t l y t o a d e c r e a s e in school p e r s o n n e l.

When th e number

o f t e a c h e r p e rso n n el needs t o be re d u c e d , th e te a c h e r s who do n o t
have a load b e a r in g r e s p o n s i b i l i t y ( t h a t i s , th e te a c h e r s w ith o u t a
s p e c i f i c g ra d e le v e l c l a s s a s s ig n e d t o them a s a classro o m t e a c h e r
would) u s u a l l y a r e th e f i r s t to go.

At th e e le m e n ta ry l e v e l , t h i s

t r a n s l a t e s d i r e c t l y as a r e d u c tio n in th e number o f s p e c i a l i s t s in
a r e a s such as A r t , M usic, P h y sic al E d u c a tio n , L ib ra r y S e rv ic e s
and Guidance C o u n se lin g .
But u n d e rly in g t h e e co n om ically based d e c i s i o n t o c u t s p e c i a l i s t s ,
i s th e i s s u e o f e d u c a tio n a l p r i o r i t i e s .

The s o - c a l l e d "back to b a s ic s "

movement o f th e p a s t decade has r a i s e d th e q u e s ti o n o f what i s b a s ic
t o e d u c a tio n .
One b a s i c p r i o r i t y o f any d i s t r i c t in tim es o f d im in is h in g
economic r e s o u r c e s would seem to be th e p r o v is io n o f an e d u c a tio n a l

3

program t h a t would meet th e b a s ic needs o f I t s s tu d e n t s and th e
community a t l a r g e .

While few would d e b a te th e need f o r a b a sic

e d u c a tio n , h a r d ly anyone can a g re e on j u s t what c o n s t i t u t e s a b a s ic
program o r what t h e p r i o r i t i e s should be w ith in t h a t program.
U n f o r t u n a te ly , most s p e c i a l i s t d i r e c t e d programs have n o t enjoyed
th e la b e l o f " b a s ic " in th e m in d 's o f th e p u b l i c .

More o f t e n th a n n o t ,

th e y a r e re g a rd e d a s f r i l l s o r e x t r a s t h a t a r e n ic e t o have when
budgets a r e f a t , b u t expendable in le a n tim e s .
There a r e p ro b a b ly many re a so n s f o r t h i s a t t i t u d e which could
be t r a c e d back to o r i g i n s woven d e e p ly i n t o th e f a b r i c o f o u r c u l t u r e .
The a r t s have always been c o n s id e re d a p e r ip h e r y a c t i v i t y in
o u r s o c i e t y , n o t t e r r i b l y concerned w ith th e e x p lo r a tio n and co nq uer­
ing o f a c o n t i n e n t o r th e b u ild in g o f a n a t i o n .

In P u r ita n tim e s ,

th e y were a lm o st ta b o o , w ith t h e e x c e p tio n o f th o s e forms which
were used t o g l o r i f y God.

I t was c o n s id e re d h e r e t i c a l to u se them

to c e l e b r a t e human c r e a t i v i t y .

In th e i n d u s t r i a l age and on th rough

o u r t e c h n o l o g ic a l a g e , th e a r t s were a c c e p te d by t h e p u b lic as l i t t l e
more th a n t h e s u p e r f i c i a l d e c o r a tio n o r adornment o f t h e b a s ic American
re a so n f o r l i v i n g :

hard work and th e p u r s u i t o f s u c c e s s .

True a r t i s t s ,

by t h e i r v e ry i n d i v i d u a l i s t i c n a t u r e , were f o r e ig n t o th e American
id e a l o f c o n s i s t e n c y and th e a r t s were c o n sid e re d an e l i t i s t p u r s u i t
which was c u l t i v a t e d by th e a r t i s t s and p a tro n s a l i k e

(AEA P a n e l, 1977).

While P h y sical Education has enjoyed c e r t a i n preem inence in o u r
e d u c a tio n a l system because o f i t s r e l a t i o n s h i p t o t h e American

4

p re o c c u p a tio n w ith s p o r t s and th e developm ent o f a t h l e t i c h e r o e s ,
a s i g n i f i c a n t p o r ti o n o f th e r e a l meaning o f th e co n ce p t has n o t been
f u l l y u nd ersto o d by th e p u b l i c .

S p o rts and r e c r e a t i o n a r e d e f i n i t e

p a r t s o f any P h y sic a l E ducation program b u t th e i d e a l s o f p h y s ic a l
d evelopm ent, h e a l t h e d u c a tio n and t h e q u a l i t a t i v e a s p e c ts o f movement
a r e u s u a l l y n o t re c o g n iz e d by th e av erage person o r a t b e s t r e c e i v e
o n ly c u rs o ry a t t e n t i o n .
Guidance C ounseling a t th e elem en tary le v e l i s a co m p arative
newcomer t o th e c u rric u lu m .

C reated to a d d re ss th e growing needs

o f c h i l d r e n t o a d j u s t t o i n c r e a s i n g l y complex s o c i a l changes in t h e i r
l i v e s , c o u n s e lin g a t th e e le m e n ta ry g rad es has y e t t o b reak through
th e b a r r i e r s o f a s o c i e t y t h a t has n ever r e a d i l y a c c e p te d th e n o tio n
t h a t p r o f e s s i o n a l s sh o u ld be allow ed to meddle in a f f a i r s t h a t have
long been re g a rd e d as t h e domain o f th e f a m ily , th e home, o r th e ch urch.
O th er f a c t o r s have a l s o d e t r a c t e d from a com plete u n d e rs ta n d in g
o f th e r o l e o f th e s e s p e c i a l i s t programs by t h e p u b l i c .
P a re n ts and n o n -p a re n t v o te r s p ro b a b ly b ase much o f t h e i r
judgement ab o u t p r e s e n t day e d u c a tio n a l programs on th e e x p e rie n c e s
th e y had as a s t u d e n t .

I f th e programs th e y had a c c e s s t o were

meaningful t o them, th e y would have a tendency to b e l i e v e t h a t th e
programs o f a s i m i l a r n a tu r e o f f e r e d today would have s i m i l a r meaning
f o r th e s t u d e n t s o f to d a y .

I f th e programs were n o t a v a i l a b l e o r

had a n e g a tiv e im pact on them as i n d i v i d u a l s , t h e i r a c c e p ta n c e o f o r
t o l e r a n c e f o r th e e x i s t i n g programs would be d im in ish e d a c c o r d in g ly .

5

Thus, th e seeds sown by both good and bad te a c h in g may be reaped a
h un d red fo ld in l a t e r y e a r s .
Unless th e s p e c i a l i s t programs o f today can a r t i c u l a t e a c l e a r
r a t i o n a l e f o r t h e i r e x i s t e n c e and communicate i t e f f e c t i v e l y t o th e
g e n eral p u b l i c , th e y w i l l be doomed t o remain a t th e bottom o f most
d is tr ic ts ' p rio rity l i s t s .

I f th e only reaso n f o r t h e i r in c l u s i o n

in th e e lem en ta ry c u rric u lu m i s to p ro v id e a c o n t r a c t u a l break tim e
f o r th e classroo m t e a c h e r , e d u c a tio n may be f o r f e i t i n g a chance to
make th e f a c t s and f i g u r e s o f th e classro om a m eaningful e x p e rie n c e
f o r t e a c h e r s and s tu d e n t s a l i k e .
Purpose o f th e Study
T his stu d y a tte m p ts to measure th e le v e l o f s p e c i a l i s t
d i r e c t e d programming in M ich ig an 's P u b lic Elem entary S cho ols in
th e fo llo w in g a r e a s :
1.
2.
3.
4.
5.
6.
7.

V isual A rt
Vocal (G e n e r a li Music
In s tru m e n ta l Music (Band and O rc h e s tra )
Drama
Dance
P h y s ic a l Education
Guidance C ounseling

The s tu d y w i l l su rv ey a l l 529 K-12 d i s t r i c t s in Michigan t o
l o c a t e s p e c i f i c a l l y where e x i s t i n g programs a r e .

The number o f

programs i d e n t i f i e d w i l l be compared to p r e v io u s ly c o l l e c t e d d a ta
from s t u d i e s done in Michigan in 1974, 1977, and 1979.

Q uestions

a b o ut th e grow th, d e c l i n e , and e lim in a tio n o f programs o ver th e
l a s t f i v e y e a r s w i l l be asked and p e r c e p tio n s ab o u t why changes have
o c c u rre d w i l l be s o l i c i t e d .

6

From fo c u sed I n te r v ie w s o f s e l e c t e d r e s p o n d e n ts , p r i o r i t y
system s w i l l be i d e n t i f i e d and th e r a t i o n a l e f o r d e c i s i o n s a b ou t
change w i l l be examined.
C h apter I I o f th e s tu d y w i l l c o n ta i n a review o f two su rveys
o f a r t s programming done i n Michigan in 1974 and 1979 by th e J o i n t
L e g i s l a t i v e Committee on th e A r t s , c h a i r e d by S e n a to r Jack Faxon
and one su rv ey o f s p e c i a l i s t programs completed in 1977 by Donald
Kenney.

I t w i l l a l s o rev iew th e r o l e o f th e a r t s in th e c u rric u lu m

in c u r r e n t l i t e r a t u r e and th e advocacy e f f o r t s f o r th e A rts in
Education p r e s e n t l y b e ing conducted 1n th e s t a t e and n a t i o n .
C hap ter V c o n t a i n s recommendations f o r a b a s i c c o u rs e o f
a c t i o n to make th e A rts s p e c i f i c a l l y and s p e c i a l i s t d i r e c t e d
programs in g e n e r a l , a h ig h e r p r i o r i t y f o r e d u c a tio n w ith an
emphasis on th e e le m e n ta ry c u rric u lu m .
Need f o r th e Study
The Michigan D epartment o f Education does n o t g a t h e r d a ta
on th e number o f s p e c i a l i s t d i r e c t e d programs i n Michigan S c h o o ls.
While th e p r o f e s s i o n a l o r g a n i z a t i o n s o f th e A r t , Music and Guidance
C ounselors e d u c a to r s can i n d i c a t e t h a t a l o s s o f p o s i t i o n s i s
ta k in g p la c e in t h e i r f i e l d , th e y c an n o t w ith any d e g re e o f
c e r t a i n t y , say what th e e x a c t dim ensions o f t h a t l o s s a r e .
W ithout a su rv e y o f t h i s n a t u r e , i t i s im p o s sib le t o know.

7

Many e d u c a to rs f e e l t h a t th e programs b e in g surveyed in t h i s
stu d y a r e o f g r e a t im portance in p ro v id in g a com plete e d u c a tio n
f o r e le m e n ta ry s t u d e n t s .

The need f o r d e f i n i t i v e d a ta as a base f o r

d e c i s i o n s ab o u t t h e s e programs i s o b v io u s.

I n t e r e s t i n th e f in d i n g s

has been vo iced by v i r t u a l l y a l l o f th e p r o f e s s i o n a l o r g a n i z a t i o n s
in v o lv e d as w ell as th e Michigan Department o f E ducation and
advocacy groups from l o c a l s t a t e and n a tio n a l l e v e l s .
D e f i n i t i o n o f Terms
This s tu d y w i l l employ th e fo llo w in g d e f i n i t i o n s f o r th e
fo llo w in g te rm s:
S p e c i a l i s t D ir e c te d Program s: th o s e programs in t h e e le m e n ta ry
c u rric u lu m which a r e conducted o r ta u g h t by a s p e c i a l i s t w ith
c e r t i f i c a t i o n in a p a r t i c u l a r f i e l d . For t h e purposes o f
t h i s s t u d y , th e f i e l d s i n c lu d e : V isual A r t , Vocal (G e n eral)
M usic, Band, O r c h e s t r a , Drama, Dance, P h y sic al E ducation
and Guidance C o u n se lin g .
A r t s : in c lu d in g th e a r e a s o f V isual A rt Music (G eneral and
I n s tr u m e n ta l) Drama and Dance.

Ei emeu Lai y « uHc uaa i t ccim appi icu tu d u iuu i uuiiT i yui a tiu iid
l

AM ^ « M«* •

4>UA

U^

^ A>
A
W
<

< AJ

AA 1

A AM

Ml •M

AMA

which in c lu d e g ra d e s K-5 o r K-6. Most d i s t r i c t s use a K-6
c o n f i g u r a t i o n f o r e le m e n ta ry , b u t many ( in c l u d i n g D e t r o i t )
have a K-5 g ro u p in g . The t o t a l e le m e n ta ry e n ro llm e n t f o r th e
s t a t e o f Michigan used in t h i s stu d y i s based on th e f o u r t h
F rid a y co u n t from t h e 1982-83 school y e a r and i s th e a v erag e
between th e t o t a l K-5 e n ro llm e n t (694,005) and th e t o t a l K-6
e n r o llm e n t (8 2 5 ,4 9 6 ) . The a v erag e i s 759,750.
Formal Elem entary ( A r t , M usic, e t c . ) Program: a program
having a s p e c i f i c tim e and c u rric u lu m which i s d i r e c t e d by
a s p e c i a l i s t i n th e given a r e a .
Formula S t a t e A id : n o n - c a te g o r ic a l f i n a n c i a l a id t o d i s t r i c t s
from th e s t a t e based on a formula which in c lu d e s t h e p e r p u p il
e x p e n d it u r e o f a d i s t r i c t , th e s t a t e e q u a li z e d p r o p e r ty v a lu e
o f th e d i s t r i c t and th e v o ted mi 11 ag e. D i s t r i c t s which a r e
" o u t o f form ula" r e c e iv e no f i n a n c i a l a id from th e s t a t e
beyond th e c a t e g o r i c a l fu n din g f o r t r a n s p o r t a t i o n , e t c .

8

Advocacy: th e a c t o f s u p p o rtin g a c o n ce p t o r program th rough
s p e c i f i c measures t o a s s u r e a b e n e f i c i a l outcome f o r i t .
The p ro c e ss o f d e fe n d in g o r m a in ta in in g a c a u s e .
Assumptions
As w ith any s tu d y based on a v o lu n ta ry s u rv e y , one o f th e f i r s t
assum ptions i s t h a t t h e su rv ey was c l e a r in i t s i n t e n t i o n s and
u nd erstoo d by t h e re s p o n d e n ts .
The second assum ption i s t h a t th e re sp o n d e n ts pro vid ed t h e time
and c a r e t o make t h e d a ta as a c c u r a te as p o s s i b l e th e re b y a s s u r i n g
a t r u e p i c t u r e o f what th e s t a t u s o f th e s e programs r e a l l y i s .
A t h i r d assum ption i s t h a t t h e f i e l d o f re s p o n d e n ts - e lem en ta ry
p r i n c i p a l s - have th e d a ta c l o s e a t hand o r have q u ic k and e asy
a c c e s s to i t .
The f o u r th assu m p tion t h a t a f f e c t s th e outcome o f th e su rv ey
i s t h a t t h e d a ta keying o f th e in fo rm a tio n was a c c u r a t e and th e
r e s u l t a n t f in d i n g s t r u l y r e f l e c t th e a c tu a l re s p o n se s on th e
retu rn e d surveys.
This s tu d y a l s o assumes t h a t th e p e r c e p tio n s o f th e re sp o n d en ts
in th e f i n a l s e c t i o n o f th e su rv ey a r e a c c u r a t e w ith r e s p e c t t o th e
re a so n s f o r changes in programming and t h a t th e y a r e r e l i a b l e
o b s e r v e rs and p a r t i c i p a n t s o f t h a t p ro c e s s .
L i m ita tio n s
This s tu d y o n ly w i l l deal w ith s p e c i a l i s t d i r e c t e d programs
a t th e e lem en ta ry le v e l in 529 Michigan p u b lic school d i s t r i c t s
t h a t have K in d e rg a rte n through 12th g rad e programs.

9

The s tu d y i s e n t i r e l y dependent on a high r e t u r n r a t e o f surveys
to develop a p i c t u r e o f what th e s t a t u s o f th e s e programs i s a t th e
elem en ta ry le v e l on a s t a t e wide b a s i s .

The su rv ey i s v o lu n ta ry

on th e p a r t o f th e re sp o n d en ts and r e l i e s on some o f t h e i r o p in io n s
and p e r c e p t i o n s .

Only high r e t u r n r a t e s and some c o n s is te n c y in

th e re s p o n se s can b egin t o p ro v id e th e n e c e s sa ry c o n fid e n c e in th e
fin d in g s.
The su rv e y w i l l d e s c r i b e o n ly th e q u a n t i t a t i v e s t a t u s o f th e
s p e c i a l i s t d i r e c t e d program s.

I t w i l l i n d i c a t e th e number o f program s,

th e number o f s p e c i a l i s t s a s s ig n e d t o them and th e n a tu r e o f th e
programs in terms o f th e time devoted to them.

I t w i l l n o t measure

e i t h e r th e q u a l i t y o f th e programs o r t h e i r e f f e c t i v e n e s s .

I t w ill

n o t gauge th e amount o f i n t e g r a t i o n between th e programs and th e
g e n e ra l c u rric u lu m o r th e a cc e p tan c e o f th e programs by th e s t a f f ,
a d m i n i s t r a t i o n o r community.
The fo c u s on s p e c i a l i s t - d i r e c t e d programs in t h e s e a r e a s does
n o t deny th e f a c t t h a t many s c h o o ls have programs which a r e d i r e c t e d
and d e l i v e r e d by t h e classro o m t e a c h e r , by s p e c i a l i s t s in o t h e r
areas o r p a re n t v o lu n te e rs.

Some examples o f t h i s a r e th e dance

and c r e a t i v e movement c u r r i c u l a found in many P h y sic al E ducation
programs and " P i c t u r e Lady" p r e s e n ta tio n s being conducted by p a r e n t
v o lu n te e rs.

This s tu d y w i l l n o t deal w ith t h i s ty p e o f program

beyond t h s i r m ention in th e "Comments from th e Survey" s e c t i o n .

10

While a d d i t i o n a l comparisons such as th e e x i s t e n c e o f programs
and th e d i s t r i c t ' s socio-econom ic s t a t u s could be d e riv e d from
/

t h i s s tu d y and d a ta c u r r e n t l y a v a i l a b l e from th e Department o f
E d u c a tio n , th e y w i l l n o t be a tte m p te d in t h i s work.
Q u estio ns Answered
Responses t o th e su rv ey w i l l p ro v id e d a ta f o r th e fo llo w in g q u e s t i o n s :
1.

How many s p e c i a l i s t programs e x i s t in M ich ig an 's p u b lic
e lem en ta ry s c h o o ls in th e a r e a s in q u e s tio n ?

2.

How many s p e c i a l i s t s a r e employed to conduct th e s e programs?

3.

What i s th e r a t i o o f s p e c i a l i s t s t o s t u d e n t s f o r each a re a ?

4.

What i s th e n a t u r e o f each program in terms o f i t s time
a llo tm e n t in th e cu rric u lu m ?

5.

What changes have taken p la c e in th e s e programs ov er th e
l a s t fiv e years?

6.

Why have th e s e changes o c cu rred ?

7.

What would i t ta k e t o have th e s e programs in c lu d e d o r
m a in ta in ed as a r e g u l a r p a r t o f th e e le m e n ta ry c u rric u lu m ?

8.

Based on th e p r e s e n t funding s t r u c t u r e f o r p u b lic e d u c a tio n ,
what a r e th e chances o f s u p p o rtin g th e s e programs in th e
fu tu re?

The fo cused in te r v ie w s o f d i s t r i c t p erso nn el w i l l p ro v id e d a ta f o r th e
fo llo w in g q u e s t i o n s :
1.

What a r e th e p r i o r i t y systems o p e r a tin g in lo c a l d i s t r i c t s
w ith r e s p e c t t o d e c is io n s ab o u t s p e c i a l i s t - d i r e c t e d
programs ?

2.

How a r e t h e s e programs seen by th e t e a c h e r s ' a d m i n i s t r a t o r s
and g e n eral p u b l i c in th e community?

11

The review o f th e l i t e r a t u r e w i l l address th e fo llo w in g q u e s ti o n s :
1.

What su rv ey s o f s p e c i a l i s t programs have been conducted
in Michigan o v e r th e l a s t te n y e a r s ?

2.

How were th e surv ey s used t o e f f e c t change?

3.

What do r e c e n t n a tio n a l and s t a t e su rv e y s and s t u d i e s o f
e d u c a tio n in g en eral t e l l us ab o u t th e A rts in Education?

4.

What i s th e n a tu r e and scope o f advocacy movements f o r th e
A rts in E ducation a t th e l o c a l , s t a t e and n a tio n a l l e v e l s ?

5.

How a r e th e A rts ad vocated as b a s i c t o th e c u rric u lu m ?
Procedures

This s tu d y i s based on a surv ey t h a t was developed by t h i s
r e s e a r c h e r based on form er su rv ey s and e x p re ss e d n e e d s .

I t was

c o -sp o n so re d by th e Michigan Department o f E d u c a tio n , th e Michigan
A llia n c e f o r A rts E ducation

and end orsed by th e Michigan Elem entary

and Middle Schools P r i n c i p a l ' s A s s o c ia tio n .

One e le m e n ta ry p r i n c i p a l

in each o f M ich ig an 's 529 K-12 school d i s t r i c t s was chosen a t random
to r e c e i v e th e su rv e y w ith t h e e x c e p tio n o f th e f i f t e e n l a r g e s t
d i s t r i c t s (s e e c h a p t e r I I I ) .
The surveys were s e n t t o th e re s p o n d e n ts and r e tu r n e d t o th e
r e s e a r c h e r v ia m a il.

Two fo llo w -u p p ro c e d u re s were u t i l i z e d to

enhance th e r e t u r n r a t e :

phone c a l l s were made t o th e f i r s t one

hundred n o n -resp o n d in g d i s t r i c t s ranked a c c o rd in g to e n r o l l m e n t ,
and a l e t t e r was s e n t t o th e second one hundred n o n -re s p o n d e n ts .

12

The r e t u r n e d s u rv e y s were v i s u a l l y checked f o r com pleteness
and c l a r i t y , hand e d i t e d , and d a ta -k e y e d i n t o th e Department o f
E d u c a tio n 's com pu ters.
The r e s e a r c h e r worked c l o s e l y w ith s t a f f from th e D e p artm en t's
E v a lu a tio n and T e c h n ica l A s s is ta n c e U n it and th e Fine A rts S p e c i a l i s t
o ffice .
Overview o f th e Study
The m ajor t h r u s t o f t h i s s tu d y i s t o a s c e r t a i n th e number o f
s p e c i a l i s t - d i r e c t e d programs in M ich ig an 's P u b lic Elem entary Schools
and th e n a tu r e o f th o s e programs in terms o f s t a f f i n g and tim e
devo ted t o them.

The s u rv e y d e sig n e d to accom plish t h i s ta s k

would a l s o measure any changes t h a t have ta k en p la c e o v e r t h e l a s t
f i v e y e a r s and i n d i c a t e some o f th e re a so n s f o r th o s e ch ang es.
437 d i s t r i c t s r e t u r n e d com pleted surv ey forms from a f i e l d o f
529.

This r e p r e s e n t s a r e t u r n r a t e o f 82.6%.

The t o t a l o f

e le m e n ta ry s t u d e n t s acco u n ted f o r in th e su rv ey was 704,312 o r 92.7%
o f th e a v erag e t o t a l K-5 and K-6 e n ro llm e n t f o r th e s t a t e .
As p a r t o f th e fo llo w -u p p ro c e ss f o r n o n -re s p o n d e n ts and in
an e f f o r t t o engage th e l a r g e r d i s t r i c t s , 115 i n d i v i d u a l s from a
l i k e amount o f d i s t r i c t s were in te rv ie w e d i n person o r by phone.
The in te r v ie w s r e s u l t e d in a b e t t e r in - d e p th view o f th e p r e s e n t
s i t u a t i o n w ith r e g a rd s t o th e p r i o r i t y system s used t o make
d e c i s i o n s a b ou t changes in programming in th o s e d i s t r i c t s .

The

r e s u l t s o f th o s e i n te r v ie w s w i l l be found i n C h ap ter IV o f th e
s tu d y .

13

The review o f th e l i t e r a t u r e in C hapter I I fo c u s e s on t h r e e
Issues.

The e x am in ation o f s i m i l a r s t u d i e s conducted in Michigan

o v e r t h e p a s t te n y e a r s , th e r o l e o f a r t s i n th e e le m e n ta ry c u r r i ­
culum, and th e r o l e t h a t advocacy p la y s in h e ig h te n in g th e p u b l i c ' s
aw areness ab o u t th e A r ts in E d u catio n .
C h apter I I I c o n ta in s th e methodology used to c o n s t r u c t and
conduct th e su rv ey and th e p ro c e d u res f o r c o l l e c t i n g th e d a ta f o r
a n aly sis.
The d a ta a r e analy z e d in C hapter IV and p r e s e n te d in th e
a p p r o p r i a t e t a b l e s , c h a r t s and d e s c r i p t i o n s n e c e s s a ry t o c l e a r l y
i l l u s t r a t e th e f in d i n g s o f th e s tu d y .
C hapter V c o n ta i n s a summary o f th e f in d i n g s and p r e s e n t s
th e r e s e a r c h e r 's c o n c lu s io n s and recommendations based on th o s e
fin d in g s.

CHAPTER I I
REVIEW OF RELATED LITERATURE
I n tr o d u c ti o n
This c h a p te r c o n ta i n s a review o f th e l i t e r a t u r e f o r th e
fo llo w in g t o p i c s :
1.

The h i s t o r y o f th e s t a t u s o f s p e c i a l i s t d i r e c t e d programs
in M ich ig an 's p u b lic elem en ta ry s c h o o ls o v e r th e l a s t
10 y e a r s as ev id en ced by surv ey s ta k en d u rin g t h i s
p e r io d .

2.

The changes b ro u g h t ab ou t because o f th e s u rv e y s .

3.

The s t a t u s o f th e a r t s in e d u c a tio n and o t h e r s p e c i a l i s t
d i r e c t e d programs as evidenced by r e c e n t s t a t e and
n a tio n a l s t u d i e s o f e d u c a tio n in g e n e r a l .

4.

The n a t u r e and scope o f advocacy movements f o r t h e A rts
1n E ducation a t t h e s t a t e and n a tio n a l l e v e l .

5.

The arguments f o r in c lu d in g th e a r t s as a b a s i c component
o f p u b lic e d u c a tio n .

While th e focus o f t h i s r e s e a r c h i s on th e e x i s t i n g s t a t u s
o f s p e c i a l i s t d i r e c t e d programs in elem en ta ry s c h o o l s , i t i s a l s o
concerned w ith th e q u e s ti o n o f how and why programming has a p p a r e n tly
d e c li n e d in th e s e a r e a s .

In t h i s se n s e th e s tu d y o f how programs

a r e adv ocated and who c on du cts th e advocacy becomes a b a s i c i s s u e .
U n f o r t u n a te ly , w h ile much o f th e r e s e a r c h and many o f th e a r t i c l e s
and monographs w r i t t e n on th e s u b j e c t o f th e s e programs in th e s c h o o ls
a r e a d v o c a tiv e in n a t u r e , few a r e produced w ith t h i s o b j e c t i v e
c le a rly sta te d .

Searches o f d a ta b a s e s such as E . R . I . C . , E.C.E.R.

th e Magazine Index o r th e Comprehensive D i s s e r t a t i o n Index produced
v ery l i t t l e in th e way o f in fo rm a tio n o r r e s e a r c h on th e s u b j e c t .

14

15

The need t o a d d re ss advocacy as a s p e c i f i c is s u e f o r th e s e programs
a p p ears to be a f a i r l y r e c e n t phenomenon b rou gh t on by th e changes
in th e s o c i a l and economic c lim a te f o r e d u c a tio n .
Recent S t a t u s S tu d ie s f o r S p e c i a l i s t D ire c te d Programs
In th e p a s t te n y e a r s , t h r e e m ajor surveys o f s p e c i a l i s t
d i r e c t e d programming have been conducted in M ich ig an 's p u b lic
elem en ta ry s c h o o ls .

Two s u r v e y s , one in Jan uary o f 1974 and one

in 1979, were produced f o r th e J o i n t L e g i s l a t i v e Committee on th e
A rts c h a ir e d by S t a t e S e n a to r Jack Faxon.
done by Donald D. Kenney in May o f 1977

The t h i r d surv ey was
(Faxon e t a l . , 1974, 1979;

Kenney, 1977).
Faxon's 1974 su rv e y c o l l e c t e d d a ta from a l l l e v e l s o f p u b lic
school (g rad e s 1-12) and was th e most comprehensive o f th e t h r e e .
The su rv ey was a p a r t o f a l a r g e r e f f o r t t o a s s e s s th e s t a t u s o f
th e A rts in Michigan i n th e a r e a s o f :

Community A rts O r g a n iz a tio n s ,

P u b lic Radio and T e l e v i s i o n , th e Michigan Council f o r th e A r t s ,
P u b lic Schools and C o lle g es and U n i v e r s i t i e s .
Two forms o f th e su rv ey in s tru m e n t were u sed ; one f o r grades
1 through 9 , and one f o r g rades 7 through 12.

The o v e r la p was

n e c e s s a ry t o acc o u n t f o r th e d i f f e r e n t grade s t r u c t u r e s a t th e
b u ild in g le v e l in th e v a rio u s d i s t r i c t s .

Though th e same q u e s t i o n n a i r e

was used f o r th e in te r m e d ia te and e lem en tary l e v e l s , th e a n a l y s i s
o f th e d a ta was c o n s id e re d s e p a r a t e l y .

Because t h i s p r e s e n t stud y

16

i s o n ly concerned w ith th e e le m e n ta ry d a t a , th e d e s c r i p t i o n o f
Faxon's su rv ey s w i l l be l i m i t e d to th o s e f i n d i n g s .
The e le m e n ta ry sample f o r th e 1974 surv ey amounted to a p p ro x i­
m ately 20% o f th e t o t a l o f Michigan e lem en ta ry s c h o o ls o r 469.
The sample in c lu d e d a p r o p o r tio n a l a l l o c a t i o n a c c o rd in g t o t h r e e
c rite ria :

d i s t r i c t s i z e , grade c l a s s i f i c a t i o n and g eo grap hic

lo c a tio n .

The d i s t r i c t s i z e was broken down a c c o rd in g to t h r e e

c la ssific a tio n s:

s m a l l —under 3000 s t u d e n t s (N = 16 5),

medium—3000 t o 9,999 s t u d e n t s (N = 1 6 5 ), and l a r g e — 10,000 s tu d e n ts
and above (N = 139).

Of th e 469 s c h o o ls s e n t s u r v e y s , 310 o r

66% r e tu r n e d th e com pleted q u e s t i o n a i r e .
In 1974, Faxon found t h a t 61% o f th e s c h o o ls re spo nd in g had
A rt programs w ith a s p e c i a l i s t , 75% had General Music program s,
90% had In s tru m e n ta l Music Program s, none had Drama, and o n ly 3%
r e p o r te d Dance program s.
In May o f 1977, Donald D. Kenney, th en th e S u p e rin te n d e n t
o f O v id -E ls ie S c h o o ls , approached t h e Michigan A s s o c ia tio n o f
Elementary School P r i n c i p a l s ( l a t e r t o become t h e Michigan Elementary
and Middle Schools P r i n c i p a l s A s s o c ia tio n ) ab o u t doing a s tu d y o f
"S p e cial S e rv ic e s in Michigan Elem entary S c h o o ls " .

With th e

c o o p e ra tio n o f MAESP, Kenney surveyed one e le m e n ta ry school p r i n c i p a l
in each o f th e (th e n ) 534 d i s t r i c t s in M ichigan.

His d e c is io n was

based on th e knowledge t h a t th e p r i n c i p a l s ' o r g a n i z a t i o n has had a
h i s t o r y o f a high r e t u r n r a t e f o r surveys s e n t to i t s

membership.

17

Of th e 534 s u rv e y s s e n t o u t , 421 o r 78.8% were r e t u r n e d .
Kenney found t h a t th e p e rc e n ta g e o f s c h o o ls r e p o r t i n g A rt programs
had d e c lin e d to 53.2%, Vocal Music was r e p o r te d In 83% o f th e
d i s t r i c t s , In s tru m e n ta l Music was found in 74.5%, P h y sic al Education
in 81.2%, and Guidance C ounseling was in c lu d e d by 19% o f th e
d i s t r i c t s re sp o n d in g . (Kenney, 1977).
Also in 1977, th e W isconsin School Music A s s o c ia tio n conducted
a su rv ey based on an o p i n i o n a i r e which was lik e w is e s e n t t o e lem en ta ry
p r i n c i p a l s in t h a t s t a t e t o gauge th e s t a t u s o f e le m e n ta ry Music
programs.

The t o t a l re s p o n se r a t e f o r t h e W isconsin s tu d y was 76%,

le n d in g a d d i t i o n a l s u p p o r t f o r u sin g th e e lem en ta ry p r i n c i p a l as a
r e l i a b l e p o p u la tio n f o r th e r e t u r n o f su rv ey s

(B orow icz, 1977).

The J o i n t L e g i s l a t i v e Committee on th e A rts conducted a second
su rv ey o f A rts programs in Michigan s c h o o ls in 1979 w ith th e coop­
e r a t i o n o f th e Michigan Department o f E du catio n.
Again th e sample was based on e n ro llm e n t s i z e and c o n s i s t e d
o f 169 d i s t r i c t s broken down i n t o t h r e e c a t e g o r i e s .

D i s t r i c t s w ith

e n ro llm e n ts o f 3,999 o r l e s s (N = 92) were in c lu d e d in th e "sm all"
c l a s s i f i c a t i o n and com prised h a l f o f th e d i s t r i c t s in M ichigan.
Ones w ith s t u d e n t e n ro llm e n ts from 4000 to 11,999 were c o n s id e re d
in th e "medium" c a te g o r y (N = 5 9 ) , and d i s t r i c t s w ith e n ro llm e n ts
o f 12,000 o r more were p u t in th e " la r g e " c a te g o ry (N = 18).
The l a t t e r c a te g o ry was found to s e rv e 80% o f th e t o t a l s t u d e n t s in
M ichigan.

18

The 1979 s t u d y , l i k e th e e a r l i e r o n e , surveyed a l l l e v e l s
and was broken down t o r e f l e c t th e d a ta from two c l a s s i f i c a t i o n s :
e lem en ta ry and se c o n d a ry .
The f in d i n g s f o r t h e elem en ta ry le v e l i n d i c a t e d t h a t 57% o f
th e s c h o o ls i n th e "sm all c a t e g o r y , 68.3% o f th e school la b e l e d
"medium", and 61% o f th e " la r g e " d i s t r i c t s r e p o r te d having A rt
program s.

Music programs were found in 84% o f th e small d i s t r i c t s ,

95% o f th e "medium" o n e s , and 83.5% o f th e la r g e school d i s t r i c t s .
When th e d a ta a r e examined in terms o f programs which a r e d i r e c t e d
by s p e c i a l i s t s , th e p e rc e n ta g e s a r e 57% f o r A r t , 87.5% f o r Music,
2% f o r Drama and 13% f o r Dance w ith t h e s i z e c l a s s i f i c a t i o n s
a g g re g a te d - (Faxon, e t a l . , 1979).
The r e l a t i v e l y sm all sample s i z e (when compared to th e o t h e r
s t u d i e s ) and t h e r e s e a r c h e r s i n a b i l i t y to f i n d in fo rm a tio n on t h i s
s tu d y beyond t h e b r i e f r e p o r t s u p p lie d by th e Department o f E d u c a tio n ,
provoke some q u e s ti o n s a b o u t th e a cc u ra cy o f t h e s e d a ta and th e
methods used t o c o l l e c t i t .

They a r e r e p o r te d h e re as th e o n ly

d a ta a v a i l a b l e f o r t h e s tu d y .
S t a t u s Survey Impact
Only one o f th e t h r e e su rv ey s com pleted in Michigan had a
m easu rab le im pact on t h e c o u rse o f s p e c i a l i s t d i r e c t e d programs.
F axon's 1974 s u rv e y and accompanying comprehensive s t a t u s
r e p o r t on th e c o n d itio n o f th e A rts a c r o s s th e broad spectrum o f
involvem ent in th e s t a t e , was th e impetus f o r many c h ang es.

The

19

h i r i n g o f an A rts s p e c i a l i s t f o r A rt and Music by th e Department
o f E ducation two y e a r s p r i o r to th e su rv ey r e p o r t , and th e r e p o r t
i t s e l f , s e t th e s ta g e f o r in c r e a s e d a c t i v i t y based on th e
in fo rm a tio n s u p p lie d in t h e s tu d y .
Table 2 .1 i s a t i m e - l i n e o f s i g n i f i c a n t e v e n ts in th e A rts
in E ducation t h a t have t r a n s p i r e d s i n c e 1970. (Ad-Hoc A dvisory
Committee on th e A r t s , 1975;

MDE, 1980; MAAE, 1983).

The 1974 s tu d y g e n e r a te d t h e fo rm atio n o f th e Ad-Hoc Advisory
Committee on th e A rts in E d u c a tio n .

Composed o f r e p r e s e n t a t i v e s

o f th e s t a t e ' s m ajor e d u c a tio n and f i n e a r t s e d u c a tio n a s s o c i a t i o n s ,
th e committee met w ith Mr. Gene Wenner o f t h e John D. R o c k e f e lle r I I I
Fund t o produce t h e "Plan o f A ction f o r th e A rts in Michigan E d u c a tio n ".
This p la n pro po sed t h e s t a t e - w i d e c o n fe re n c e on th e Role o f t h e A rts
in Michigan E d ucation in A p ril o f 1975, th e d r a f t i n g o f l e g i s l a t i o n
by F axon's Committee which was e v e n t u a l l y vetoed by th e G overnor,
and th e commitment o f Dr. John P o r t e r , S t a t e S u p e r in te n d e n t o f
P u b lic I n s t r u c t i o n , a n d o th e r s to make th e A rts in E ducation a more
v i a b l e p a r t o f s c h o o lin g in Michigan

(Ad-Hoc Committee on th e

A rts in E d u c a tio n , 1975).
S p in o f fs from t h i s a c t i v i t y w ere:

sem inars in com prehensive

a r t s p la n n in g s u p p o rte d by U.S.D.E. g r a n ts in 1977, 1978 and 1979;
th e development and im plem entatio n o f th e I n s t i t u t e f o r Comprehen­
s i v e A rts P la n n in g h e ld in 1980, 1981 and 1982; and th e growth o f
th e Michigan A llia n c e f o r A rts E d u c a tio n .

20
Table 2.1
(cant Events In the A rts In Education In Michigan
1970-1983
1970
1972
1973
1974

1975

1976

1977

197S

1979

1980

1981
1982

1983

Arts Included in Goal Five In "Common Goals o f Michigan
Education".
Michigan Department o f Education h ires f i r s t fu ll-tim e
s t a f f member fo r curriculum development in Art and Music.
Formation o f the Jo in t L egislative Committee on the A rts.
"Status of the Arts In Michigan” study begun.
Report on “The S tatus o f the A rts” published. $25,000
fo r a s ta te Mide conference fo r the Arts in Education
appropriated by L egislatu re.
Ad-Hoc Advisory Committee on the Arts formed
Plan o f Action fo r the Arts in Michigan Education completed.
Michigan A lliance fo r Arts Education is organized.
Conference on the ro le of Arts in Michigan Education presented
a t Michigan S tate U niversity.
B ill to support a new Fine A rts Unit a t M.O.E. Is passed by
L egislature and vetoed by the Governor.
S tate Superintendent pledges to elevate the p rio rity of
the Arts In Michigan Education.
5 recomnendations submitted to the S tate Board o f Education
fo r: formulation o f an advisory council on the a rts In
education fo r the board, inclusion o f the a r ts in s ta te
wide assessment programs, consultation with Hr. Gene Uenner
o f the J.D.R. 3rd Fund, establishm ent o f a task force to a s s is t
Mr. Uenner, and recommendations o f support fo r a sim ilar
L eg islativ e B ill to e sta b lish a Fine Arts U nit.
The L egislature established the Arts In Education Advisory
Council which ac ts as an advocate of and sounding board fo r
Department o f Education and S tate Board o f Education p o licies
on the a r t s .
The Michigan Council fo r the Arts established an Arts in
Education grant category and an Education Panel to review
school proposals and p o licies a ffectin g the Council and schools.
Two E.S.E.A. T itle IVc pro jects in elementary integrated a rts
programs funded in Michigan
Kenney study 1977
The Department o f Education organizes Task Force on the a rts
in education.
Art included as a p ilo t te s t in Michigan Education Assessment
Program.
Compensatory Education developed a publication describing the
ro le of the a rts in aiding students to gain basic s k ills in
reading and math, and workshops to Introduce the Idea to T itle I
and A rtic le 3 d ire c to rs.
Very Special Arts F estivals sta rte d in Michigan.
The S tate Board of Education passed a statem ent in support
o f comprehensive a rts planning in a ll educational in s titu tio n s
in Michigan.
Three additional ESEA T itle IVc a rts programs are funded
bringing the to ta l to fiv e.
Faxon study. 1979.
Jo in t planning o f the Michigan A lliance fo r Arts Education,
representing a ll the a rts education associations in the s t a te ,
and the Michigan A ssociation o f Community Arts Agencies,
representing community a r ts co u n cils, estab lish ed the f i r s t
In s titu te fo r Comprehensive A rts Planning, 1n cooperation
with the Michigan Department o f Education, the Michigan Council
fo r the A rts, and a c o a litio n o f in s titu tio n s o f higher
education centered a t Eastern Michigan U niversity.
V.S.A.F held across s ta te .
End I n s titu te fo r Comprehensive Arts Planning.
V.S.A.F. held across s ta te .
3rd and fin a l In s titu te for Comprehensive Arts Planning held
a t Eastern Michigan U niversity.
Center fo r Comprehensive Arts Planning estab lish ed a t E.M.U.
V.S.A.F. held
Master Planning R etreat fo r Michigan A lliance fo r Arts Education.
M.O.E. Arts S p e c ia list p osition vacated.
ICAP Regional Network established
M.O.E. Arts S p e c ia list p osition f ille d
Advocacy Directory published by ICAP and MAAE
20 s ite s hold V.S.A.F.

21

While th e su rv ey o f Kenney (1977) and th e 1979 surv ey o f th e
J o i n t L e g i s l a t i v e Committee added in fo rm a tio n to t h i s p r o c e s s ,
th ey d id n o t produce th e groundswell o f a c t i v i t y t h a t was i n i t i a t e d
by th e 1974 s tu d y and th e a d d i t i o n o f a Fine A rts S p e c i a l i s t a t
th e s t a t e l e v e l .
N atio nal and S t a t e S tu d ie s on th e
A rts in E ducation and General Education
In 1976 a t a c o n fe re n c e in Aspen, C o lorado , E l l i o t E is n e r
c a l l e d f o r "a b i-a n n u a l n a tio n a l su rv e y o f th e a r t s in American
sc h o o ls t h a t would p ro v id e th e f i e l d w ith dependable s t a t u s d a ta
on th e e d u c a tio n a l h e a l t h o f th e a r t s " .

His s t a t u s su rvey would

in c lu d e : " s t a t i s t i c a l d e s c r i p t i o n s o f im p o rta n t dim ensions o f th e
f i e l d such a s , b u t n o t li m i t e d t o , th e number o f a r t s t e a c h e r s working
f u l l time in t h e i r f i e l d s in elem en tary and secondary s c h o o ls and
th e tr e n d s o v e r tim e re g a rd in g t h e i r employment"

( E i s n e r , 1976).

E i s n e r 's c a l l , f o r th e most p a r t , has gone unheeded and
unanswered.

The n a tio n a l s t a t u s o f a r t s e d u c a tio n i s a patchwork

o f s k e tc h y o r m is sin g p ie c e s from both th e s t a t e p e r s p e c t i v e as
w ell as from s p e c i f i c a r e a s o f A rts e d u c a tio n .
G e n e r a lly , more s t u d i e s o f th e s t a t u s o f e lem en ta ry Music
Education a r e to be found in th e l i t e r a t u r e than s t u d i e s on th e o t h e r
s p e c i a l i s t a re a s such as A r t , Ph y sical E d u c a tio n , Dance o r Drama.
This review o f th e l i t e r a t u r e w i l l concern i t s e l f w ith o n ly th o s e
s t u d i e s which examine two o r more o f th e a re a s in th e p r e s e n t
research .

22

In 1963, th e N atio n al E ducation A s s o c ia tio n conducted a
n a tio n a l su rv e y o f programs in A rt and Music in th e s c h o o ls . (NEA,
1963)

The e lem en tary f in d i n g s showed t h a t 97% o f th e s c h o o ls

p rov id ed tim e f o r formal o r inform al i n s t r u c t i o n in M usic, w h ile
94% p ro v id e d tim e f o r A r t .

When s p e c i a l i s t d i r e c t e d programs were

c o n s id e r e d , i t was found t h a t ap p ro x im ately 55 t o 60% o f th e
s c h o o ls employed s p e c i a l i s t s in Music and 30% had A rt t e a c h e r s .
The s tu d y a l s o showed t h a t l a r g e r s c h o o ls were more l i k e l y to
employ s p e c i a l i s t s th a n th e s m a l le r o n e s.
In a n o th e r stu d y completed t h a t y e a r on 1,489 elem en ta ry
s c h o o l s , B ozarth (1962) found t h a t 40% o f th e sc h o o ls had no
s p e c i a l i s t s in any a r e a , b u t o f th o s e 60% re m a in in g , 57% had Music
t e a c h e r s , 28% had P h y s ic a l E ducation s p e c i a l i s t s , and o n ly 15%
employed A rt s p e c i a l i s t s .

B ozarth d id n o t f i n d s i g n i f i c a n t

d i f f e r e n c e s in th e s i z e o f th e school when compared t o t h e p re sen c e
of sp e c ia lists.
Nine y e a r s l a t e r , th e N ation al E ducation A s s o c ia tio n a g ain
c o l l e c t e d d a ta r e g a r d in g s p e c i a l s u b j e c t t e a c h e r s a t th e e lem en ta ry
le v el.

(NEA 1972). The 1972 s tu d y i n d i c a t e d t h a t 84% o f th e s c h o o ls

now had music s p e c i a l i s t s , 55% o f them employed A rt s p e c i a l i s t s
and 74% had a r e g u l a r s p e c i a l i s t in P h y s ic a l E d u c a tio n .

Again th e

s i z e o f th e school was a f a c t o r w ith th e l a r g e r s c h o o ls r e p o r t i n g
h ig h e r p e rc e n ta g e s th a n th e s m a lle r s c h o o ls in t h i s s tu d y .

23

In 1978, th e W isconsin Research and Development C e n te r f o r
In d iv i d u a liz e d S ch oo ling undertook a stu d y o f th e r o l e o f s p e c i a l i s t
te a c h e r s in A r t , Music and P h y sical Education a t 200 s c h o o ls from
15 s t a t e s i d e n t i f i e d a s having I n d i v i d u a l l y Guided Education ( I . G . E . ) .
The f in d i n g s o f t h i s su rv e y in d i c a t e d t h a t 80% o f th e s c h o o ls had
Music s p e c i a l i s t s s o l e l y r e s p o n s ib le f o r th e i n s t r u c t i o n in M usic,
72% had P h y s ic a l Education s p e c i a l i s t s and 54% had s p e c i a l i s t s in
A rt. ( P e t z o l d , 1978)
The W isconsin s tu d y a l s o found t h a t :
"There was l i t t l e e v id en c e to i n d i c a t e t h a t s p e c i a l i s t s
and classro o m t e a c h e r s were working c o o p e r a tiv e ly to p la n
and implement s p e c i a l a r e a i n s t r u c t i o n a l program s. Few
classro o m te a c h e r s were p r e s e n t d u rin g th e c l a s s e s ta u g h t
by s p e c i a l i s t s , p la n n in g s e s s i o n s between th e s e two groups
o c cu r o n ly once a s e m e s te r , and t h e m a jo r ity o f th e c l a s s ­
room te a c h e r s i n d i c a t e d t h a t s p e c i a l i s t s d id n o t encourage
them t o be p r e s e n t d u rin g th e s p e c ia l c l a s s e s o r to te a c h
in th e s p e c i a l a r e a . F u r t h e r , many s p e c i a l i s t s d id n o t
b e l i e v e t h a t c lassro om te a c h e r s were s u f f i c i e n t l y com petent
to c o n tin u e a sequence o f i n s t r u c t i o n t h a t had been
i n i t i a t e d by th e s p e c i a l i s t , and recommended s u b s t a n t i a l
i n s e r v i c e work.".
This i n f o r m a t io n , which i s c o rro b o r a te d by ev id en c e from th e
in te r v ie w s o f re s p o n d e n ts in t h i s s u r v e y , i s th e b a s i s f o r th e
s p e c u la tio n t h a t s p e c i a l i s t program s:

(1) Do n o t communicate w ell

w ith o t h e r a r e a s in th e c u rric u lu m and t h e r e f o r e , classro o m
te a c h e r s and a d m i n i s t r a t o r s a r e n o t aware o r knowledgeable a b o ut
th e g o a ls and o b j e c t i v e s o f th e program s, and (2) In s p i t e o f a l l
o f th e im p o rta n t e d u c a tio n a l re a so n s f o r th e s e program s, one o f th e
prime re a so n s f o r t h e i r in c lu s io n in th e elem en ta ry c u rric u lu m i s
t h e i r a b i l i t y t o p ro v id e b re a k -tim e f o r th e classro om t e a c h e r .

24

The e l i t i s t a t t i t u d e s o f th e s p e c i a l i s t s and th e la c k o f u n d e r­
s ta n d in g on th e p a r t o f th e r e s t o f th e school may have combined
to make th e s p e c i a l i s t program an easy t a r g e t d u rin g tim es o f
economic c r i s i s .
In a stu d y based on d a ta from school law p u b l i c a t i o n s from a l l
f i f t y s t a t e s , O g le tr e e (.1979) examined t h e ty pes o f c u r r i c u l a
l e g i s l a t e d by t h e s t a t e s .

While th e s tu d y d id n o t d i f f e r e n t i a t e

between e lem en ta ry and secondary program s, i t d id p ro v id e a p e r ­
s p e c t i v e on how o u r e d u c a tio n a l systems mandate c e r t a i n a re a s
and n e g l e c t o t h e r s .
The s tu d y showed t h a t w h ile 66% o f th e s t a t e s had some l e g i s l a ­
t i v e re q u ire m e n t f o r P h y s ic a l E d u c a tio n , l e s s than 6% mandated any
f i n e o r p r a c t i c a l A rts programs.
S tu d ie s have a l s o been u nd ertaken t o f i n d o u t what s tu d e n t s
know a b o ut th e A r t s .
The N a tio n al Assessment o f E du catio nal P ro g re ss has r e c e n t l y
r e l e a s e d two r e p o r t s on s t u d i e s done in th e 7 0 ' s .
and Young Americans 1974-79" and "Music 1971-79"

E n t i t l e d "A rt
(NAEP, 1981).

S tu d ie s in A rt were conducted d u rin g th e 1974-75 school y e a r u sin g
a sample drawn from 32,000 s t u d e n t s aged 9 , 13 and 17 and a g a in
in 1978-79 u s in g th e same fo rm a t.

The s t u d i e s in Music were done

in 1971-72 and 1978-79 on a l i k e amount o f s t u d e n t s .
The su ry ey ! s f i n d i n g s were mixed co n cern in g th e d i f f e r e n t
l e v e l s o f knowledge, u n d e rs ta n d in g and a p p r e c i a t i o n evidenced o v er

25

th e y e a r s s t u d i e d , b u t i n d i c a t e d a g e n e ra l tre n d downward in most
c a t e g o r i e s f o r both A r t and Music.
A r e c e n t p u b lic o p in io n su rv ey f o r th e Michigan Board o f
Education shed some l i g h t on what Michigan C itiz e n s th in k about
th e a p p r o p r ia te n e s s o f t o d a y s c h o o l c u rric u lu m

(H u b b e ll, Kazen,

1983). When asked to s u g g e s t ways to change th e p r e s e n t c u rric u lu m ,
31.9% i n d i c a t e d a need t o s t r e s s th e b a s ic s more, 3.1% su g g este d
"more o f th e a r t s " .
R espondents were a l s o asked in an "open", f r e e re sp o n se fa s h io n
to s t a t e t h e i r p r i o r i t i e s o f th e s k i l l s needed t o "meet t h e needs
o f l i v i n g in t o d a y 's w o rld " .

B asic s k i l l s a g a in topped th e l i s t .

The A rts were n o t m entioned in th e f i n d i n g s .
As John Mftrrs o f th e Michigan A s s o c ia tio n o f School Boards
s t a t e d in a r e c e n t a r t i c l e about t h i s s tu d y :
"The p u b l i c , g e n e r a l l y , has some d e f i n i t e id e a s ab o ut how
and what s c h o o ls sh o u ld b e. Sometimes, w ith o u t an in fo rm a tio n
b ase from which t o th in k o th e r w is e , people r e s i s t change.
I f t h e r e a r e c om p elling re a so n s f o r change—and th e s e
r e p o r t s s t r e s s t h a t t h e r e a r e —then an enormous communications
t a s k i s b e f o r e u s . Vie have found a g a in and a g a in t h a t w i t h ­
o u t p u b lic u n d e r s ta n d in g , th e s u p p o rt base f o r change i s
n o t t h e r e . " (.Morrs, 1983)
The Advocacy Movement
Many peop le who a r e i n t e r e s t e d in s u p p o r tin g s p e c i a l i s t programs
in th e A rts a r e d e ep ly concerned about th e way th e A rts a r e u n d e r­
s to o d by th e p u b l i c .

Changes in th e s t a t u s and p r i o r i t y o f th e s e

programs c a n n o t, and w i l l n o t come w ith o u t th e "enormous communications
ta s k " mentioned by M orrs.

Where once s p e c i a l i s t s could be f a i r l y

26

com placent and s e c u r e i n t h e i r r o l e s , they must now be e f f e c t i v e
a d v o ca te s f o r t h e i r program s.

This phenomenon has given r i s e t o

a growing advocacy movement f o r th e A rts in e d u c a tio n .
For th e most p a r t , t h e le a d e r s h ip f o r t h i s movement has n o t
come from th e p r o f e s s i o n a l o r g a n iz a ti o n s in th e f i e l d s o f A rts
e d u c a tio n .
At th e n a t i o n a l l e v e l , two groups have sh a re d th e le a d e r s h i p
r o l e ; th e A r t s , E ducation and th e A mericans, an outgrow th o f th e
N ation al Panel on th e A rts E ducation and Americans, a u th o rs o f
th e p u b l i c a t i o n Coming To Our Senses (AEA, 1977) and su p p o rte d
by th e John D. R o c k e f e lle r 3rd Fund; and th e N ation al A llia n c e f o r
A rts E d u c a tio n , lo c a t e d a t th e Kennedy C en ter f o r th e Perform ing
A rts in Washington and funded by th e U.S. Department o f E d u c a tio n .
The A r t s , Education and Americans group t r a c e s i t s b e g in n in g s
back to 1968; "a w a tersh e d y e a r " f o r t h e A rts in e d u c a tio n a c c o rd in g
t o Hoffa

(1976).

Kathryn Bloom, who was th e head o f th e A rts and

Humanities Program o f th e U.S. O f f ic e o f E d u c a tio n , r e s ig n e d t h a t
p o s t t o become th e d i r e c t o r o f th e J .D .R . 3rd Fund's A rts in General
Education Program.

Bloom b u i l t th e program and s t e e r e d i t in th e

d i r e c t i o n o f advocacy f o r th e A rts in e d u c a tio n .

The c u lm in a tio n

o f t h a t phase was t h e h ig h ly c o n t r o v e r s i a l b u t comprehensive r e p o r t
Coming To Our Senses which u n d ersco red " th e s i g n i f i c a n c e o f t h e A rts
f o r American E d u c a tio n " .

Produced by a panel o f eminent a r t i s t s ,

e d u c a to rs and o t h e r w ell known l e a d e r s c h a ir e d by David R o c k e f e l l e r , J r . ,

27

t h e r e p o r t o u t l i n e d t h e s t r e n g t h s and weaknesses o f th e A rts In th e
American E du c a tio n a l system and made recommendations f o r Improving i t .
The p r e s e n t day o r g a n i z a t i o n took i t s name from t h e p a n e l.
S t i l l c h a ir e d by David R o c k e f e l l e r , J r . , th e group has been a c t i v e
in r e s e a r c h in g exem plary A rts in e d u c a tio n programs and has
p u b lis h e d a s e r i e s o f 10 monographs on advocacy te c h n iq u e s as well
as a s l i d e - t a p e p r e s e n t a t i o n and a u d io p u b lic s e r v i c e announcements.
A r e c e n t developm ent has been t h e g r o u p 's a f f i l i a t i o n w ith
th e Kennedy C e n te r.

On A p ril 1 , 1983, th e AEA's N atio n al Inform a­

t i o n C e n te r was moved t o Washington and housed in th e Kennedy
C e n t e r ’s E ducation O f f i c e . (AEA, 1983).
The o t h e r m ajor l e a d e r in th e f i e l d o f A rts E ducation Advocacy
is a l s o l o c a t e d in t h e Kennedy C e n te r.

E s ta b lis h e d w ith th e s u p p o rt

o f t h e U.S. D epartment o f E d u c a tio n , th e A llia n c e f o r A rts Education
was formed in 1973 as th e c e n t e r o f a network o f AAE Committees
from a l l 50 s t a t e s .

As a program o f th e e d u c a tio n o f f i c e o f Kennedy

C e n te r, th e A l l i a n c e has f o s t e r e d many p r o j e c t s such as th e N atio n al
Committee, A rts f o r t h e Handicapped and Programs f o r C h ild re n and
Youth

(AAE, 1982).
The Michigan A l l i a n c e f o r A rts E d u c a tio n , i s p a r t o f th e

n a tio n a l netw ork.

The MAAE has p ro v id e d le a d e r s h i p in o ur s t a t e in

a d v o c a tin g th e A rts th rou gh th e s p o n s o rs h ip o f two s i g n i f i c a n t
p ro je c ts.
The I n s t i t u t e f o r Comprehensive A rts P la n n in g was a t h r e e
y e a r p r o j e c t , funded in p a r t by th e C .S. Mott Foundation and th e

28

Michigan Council f o r th e A r t s .

Sponsored by th e MAAE, th e Michigan

Department o f E ducation and th e Michigan A s s o c ia tio n o f Community
A rts Agencies and l o c a t e d a t E a s te rn Michigan U n i v e r s i t y , ICAP has
been s u c c e s s f u l in t r a i n i n g 56 school/community teams t o p lan f o r
b e t t e r com prehensive A rts programs in t h e i r a r e a s .

A re g io n a l

network o f t h e s e teams has been e s t a b l i s h e d and a c e n t e r f o r i n f o r ­
mation has been c r e a t e d a t E.M.U. (MAAE, 1983).
The Very S p e c ia l A rts F e s t i v a l s in Michigan have se rv e d as
an A rts e x p e r ie n c e f o r handicapped s tu d e n t s in o u r s t a t e f o r th e
la s t 5 years.

Twenty s i t e s , u s u a l l y found a t th e in te r m e d ia te

d i s t r i c t l e v e l , were c o o rd in a te d by th e MAAE and th e Department
o f E ducation in 1983.
Though th e A.A.E. and th e A.E.A. have p rov id ed th e le a d e r s h ip
f o r advocacy o f a l l th e A r t s , P r o f e s s io n a l o r g a n iz a ti o n s and o t h e r s
have a l s o made a c o n t r i b u t i o n .
In 1978, th e A llia n c e c o o rd in a te d m eetings o f n a tio n a l le v e l
p r o f e s s i o n a l o r g a n i z a t i o n s f o r elem en ta ry and secondary p r i n c i p a l s
(NAESP and NASSP), school a d m i n i s t r a t o r s (AASA), school boards
(NSBA) and th e Council o f C h ief S t a t e School O f f i c e r s (CCSSO)
w ith r e p r e s e n t a t i o n a t each meeting from th e A rt e d u c a to rs (NAEA),
th e music e d u c a to rs (MENC), and T h e a tre and Dance e d u c a to rs (ATA and
NDA).

The c h a lle n g e p r e s e n te d in each o f th e m eetings was to d e t e r ­

mine how b e s t to c r e a t e e f f e c t i v e adv o ca te s f o r a r t s e d u c a tio n .
The outcome o f th e m eetings was a r e p o r t w ith recommendations on
how t h i s could be b e s t accom plished

(AAE, 1978).

29

Most o f th e p r o f e s s i o n a l A rts In e d u c a tio n o r g a n iz a ti o n s
produce advocacy m a t e r i a l s f o r th e use o f t h e i r members, b u t very
l i t t l e has been eviden ced in th e way o f concerned e f f o r t s f o r
n a tio n a l advocacy programs.
One e x c e p tio n has been th e N ation al A rt E ducation A s s o c ia tio n
which has promoted and used th e theme o f "Art in th e Mainstream"
d u rin g th e l a s t two y e a r s , s e l l i n g th e id e a o f e x p e r ie n c e s in A rt
as a form o f w ork, a language system and way o f s h a rp e n in g o u r
a b i l i t y t o form v a lu e system s (Feldman, 1982).

But th e g u l f between

th e r h e t o r i c and a c t i o n based p la n s i s wide and t r a v e r s e d by few.
Some s t a t e s have p u b lis h e d exemplary b o o k le ts on how t o advo­
c a t e th e A r t s .

New J e r s e y , through t h e i r Education Improvement

C en ter in P r i n c e t o n , p ro v id e s th e f i e l d w ith Speaking Up About th e
A rts and S upport f o r School A rts Programs ( S t e r l i n g / B o l i n 1981, 8 2 ).
These "how t o do i t " books s u g g e s t:
in y o u r community . . .

"What t o say a b o ut a r t s e d u c a tio n

and how t o say i t e f f e c t i v e l y " .

The answers

t o th e s e q u e s t i o n s p ro v id e th e meat o f most advocacy menus.
How th e A rts Are Advocated:
R h e to ric About th e Need Tor A rts in Education
The b a s ic assum ption behind a l l A rts advocacy i s t h a t th e A rts
p ro v id e something t h a t o t h e r forms o f knowledge and e x p e r ie n c e can no t
o ffer.

This assum ption a l s o in c lu d e s th e n o tio n t h a t th e A rts a r e

fundamental to th e growth and developm ent o f any com plete human
b e in g and sho uld be b a s ic e x p e rie n c e s in p u b lic e d u c a tio n .

These

30

assum ptions a r e m a n ife s te d in v a rio u s forms in th e l i t e r a t u r e .
The fo llo w in g r e p r e s e n t s a small sampling o f t h i s f i e l d o f
in f o r m a tio n .
With th e e x c e p tio n o f a handful o f r e l i g i o u s fu n d a m e n ta lis ts
who o b j e c t t o "humanism" o f any k in d , few people a r e r e a l l y a g a i n s t
th e A rts in e d u c a tio n o r anywhere e l s e .

The problem l i e s in th e

d eg ree o f s u p p o r t and th e p r i o r i t y o f th e A rts when compared to
o t h e r e x p e r ie n c e s .
The r e p o r t o f th e N atio n al Commission o f E xc e lle n ce in
Education A N ation a t R isk :

th e Im p e ra tiv e f o r E d u catio n al Reform,

i s a good example o f t h i s p o s i t i v e , y e t low p r i o r i t y , a t t i t u d e
(NCEE, 1983).

The 65 page r e p o r t p a i n t s a somber toned p i c t u r e o f

th e s t a t e o f e d u c a tio n and p r e s e n ts recommendations f o r a d d re s s in g
th e problem s.

Though t h e r e p o r t recommends: " s u b j e c ts t h a t advance

s t u d e n t 's p e r s o n a l , e d u c a tio n a l and o c c u p a tio n a l go als such as th e
f i n e and p e rfo rm in g a r t s and v o c a tio n a l e d u c a tio n " , th e y see them as
a "complement ( t o ) th e New B a s ic s " .

At th e elem en ta ry le v e l th e y

recommend " p ro v id in g a sound base" f o r f u r t h e r s tu d y a t th e sec o n ­
d ary l e v e l " coached in language t h a t i n d i c a t e s a p r e d i s p o s i t i o n
t o achievem ent r a t h e r th a n e x p e r ie n c e as proposed by Dewey,
(Dewey, 1934, 1938).
The C o lle g e B o a rd 's r e p o r t on Academic P r e p a r a tio n f o r C ollege
o f f e r s a b i t more f o r c e f u l s u g g e s tio n s a y in g : "C ollege e n t r a n t s
w i l l a l s o p r o f i t from . . . i n t e n s i v e p r e p a r a t io n in a t l e a s t one
o f th e f o u r a r e a s o f th e a r t s :

v is u a l a r t s , t h e a t e r , music and d a n c e " ,

31

b u t do n o t l i s t them by name i n th e "B asic Academic Competencies"
(C o lle g e Board, 1983).
In a su rv ey a t th e 1977 N ational School B o a rd 's A s s o c i a t i o n ,
re s p o n d e n ts were ask ed which s u b j e c t s th ey re g a rd as b a s i c f o r
ev ery c h i l d .

Only 24% o f th e school board members p o lle d in c lu d e d

A rt as a b a s i c .

38% o f th e s u p e r in te n d e n ts i n d i c a t e d A rt on t h e i r

l i s t . (NSBA, 1978)
An im p o rta n t p o i n t t o a gain u n d e rsco re a t t h i s tim e i s t h a t
no r e a l d e b a te i s ta k in g p la c e about w hether o r n o t th e a r t s a r e
a b a s i c p a r t o f e d u c a tio n .

The l i t e r a t u r e d e m o n strates a uniform

tendency to be p o s i t i v e ab o ut th e s u b j e c t , b u t v a r i e s in d eg rees
from p o s i t i o n s which i n d i c a t e n e g le c t to th e most e v a n g e l i c a l .
For th e purposes o f t h i s stu d y i t would be u n p ro d u c tiv e and
perhaps im p o s sib le to l i s t a l l o f th e re a so n s why i n d i v i d u a l s th in k
th e A rts sh o u ld be a b a s i c in e d u c a tio n .
be an a p p r o p r i a t e s tu d y f o r th e f u t u r e .

T hat t a s k would seem to
However, i t would seem

im p o r ta n t t o n o te some o f th e prim ary p o s i t i o n s tak en in th e f i e l d
by some o f th e b e t t e r known s c h o l a r s .
John Goodlad proposes a t h r e e pronged argument f o r th e
s u p p o rt o f com prehensive programs in A rts e d u c a tio n :
" F i r s t , th e A rts a r e reco g n ized and e s t a b l i s h e d in th e e x i s t i n g
s o c i o - p o l i t i c a l g o a ls o f e d u c a tio n and s c h o o lin g in th e U nited
S t a t e s . Second, we have s u f f i c i e n t i n s i g h t i n t o human being s
t o know t h a t th e A rts have a c e n t r a l , n o t a p e r i p h e r a l r o l e to
p la y in t h e i r f u l l developm ent. T h i r d , th e A rts as a domain
o f human e x p e r ie n c e and a c t i v i t y have so much to o f f e r t h a t
t h e i r n e g l e c t in g e n eral e d u c a tio n i s a form o f s o c i e t a l and
in d iv id u a l d e p r i v a t i o n . " (Goodlad, 1980)

32

Goodlad p u n c tu a te s t h a t s ta te m e n t w ith a s im p le :

"The A rts

a r e n o t an e d u c a tio n a l o p t i o n ; th e y a r e a b a s i c " . (Goodlad, 1980)
S ta n le y Madeja, t a l k i n g ab o u t why we have A rts e d u c a tio n ,
says:
"The goal in A rts e d u c a tio n i s to p ro v id e i n s t r u c t i o n t h a t
a llo w s s tu d e n t s t o become d i s c r i m i n a t i n g about and s e n s i t i v e
t o th e v i s u a l , a u r a l , and k i n e t i c d a ta g a th e re d o r re c e iv e d
from th e A rts o b je c t/e v e n t/e n v ir o n m e n t and to encourage
to a n a ly s e t h i s d a ta u s in g a e s t h e t i c c r i t e r i a . " (M adeja, 1978)
In s t a t i n g th e p o s i t i o n o f th e Council f o r B asic E d u c a tio n ,
C l i f t o n Fadiman e x p la in e d t h a t b a s ic e d u c a tio n :
"concerns i t s e l f w ith th o s e m a tte rs w hich, once le a r n e d ,
e n a b le th e s t u d e n t t o l e a r n a l l o t h e r m a t t e r s . " (Fadiman, 1959)
Yet a n o th e r member o f th e same o r g a n iz a ti o n p u ts th e A rts in
t h a t c a te g o r y :
"The Council f o r B asic E ducation b e lie v e s t h a t th e A r t s ,
p r o p e r ly d e fin e d and well t a u g h t , have g e n e r a tiv e powers,
and t h a t th e a r t s sho uld be in c lu d e d among th e b a s ic
s u b j e c t s a l l s tu d e n t s ta k e in s c h o o l" . (Down, 1979)
M artin Engel i n d i c a t e s some o f th o s e " g e n e r a tiv e powers" in
d e v elo p in g f o u r p o in ts about language and meaning:
1.

"We have many la n g u a g e s , and most o f them (such as
drawing and body language) a r e n o t v e r b a l .

2.

We language what we th in k and know; t h a t i s , our
c o g n i t i v e f u n c tio n in g m a n ife s ts i t s e l f through
myriad la n g u a g e s.

3.

Though we can i n t e l l e c t u a l l y s e p a r a t e c o g n itio n from
v e rb a l and n o n-v erbal la n g u a g e s , emphasizing verbal
d is c o u r s e and t r i v i a l i z i n g a l l th e n o n-v erbal c o d es,
i t i s most l i k e l y t h a t th e y a r e i n e x t r i c a b l y in t e r t w i n e d .

4.

B asic s k i l l s , as p r e s e n t l y u n d e rs to o d , a d d re ss only one
h a l f o f one h a l f o f th e i s s u e : They s t r e s s o nly th e form,

33

r a t h e r th an th e c o n te n t o r meanings in h e r e n t i n th e
la n g u a g e , and th e y in c lu d e o n ly v e rb a l and m athem atical
forms o f sym bolic c o d e s , and none o f th e o t h e r s . The
f a l l a c y l i e s in th e presum ption t h a t th e v e rb a l and
m athem atical in c lu d e a l l meanings n e c e s s a ry f o r a d u l t
f u n c t i o n i n g . " (E n g e l, 1979)
Rudolf Arnheim s u g g e s ts t h a t :
" th e a r t s a r e t h e most powerful means o f s tr e n g th e n i n g
th e p e r c e p tu a l component w ith o u t which p ro d u c tiv e
th in k in g i s im p o s sib le in any f i e l d o f e n d e a v o r."
(Arnheim, 1969)
In an a r t i c l e t h a t proposes t h a t "RT" sh ou ld be c o n sid e re d
th e f o u r th "R" in th e c u r r ic u lu m , Harry Broudy s a y s :
" A e s th e tic e x p e r ie n c e i s b a s ic because i t i s a prim ary form
o f e x p e rie n c e on which a l l c o g n i t i o n , judgm ent, and a c t i o n
depend. I t i s th e fundamental and d i s t i n c t i v e power o r image
making by th e im a g in a tio n . I t f u r n i s h e s th e raw m a te r ia l
f o r co n ce p ts and id e a s f o r c r e a t i n g a w orld o f p o s s i b i l i t y .
T h e o lo g ic a lly i t may be t r u e t h a t in th e be g in n in g was th e
word, b u t h i s t o r i c a l l y i t was p ro bably th e image o r a
word-image t h a t came f i r s t . " (Broudy, 1977)
But th e r e a l i t i e s in e d u c a tio n today t e l l us t h a t th e a r t s
a r e n o t b a s ic to most s t u d e n t 's e d u c a tio n in s p i t e o f a l l th e
evid en c e and p h ilo s o p h ic a l r a t i o n a l e .

I f t h i s stu d y in c lu d e d a l l

o f th e good re a so n s why th e A rts a r e im p o rta n t o r n e c e s s a r y , i t
would n o t change th e p r e s e n t s i t u a t i o n o r a l t e r th e p u b l i c ' s
o p in io n one b i t .
Jerome Hausman p u ts th e problem in p e r s p e c t i v e :
" I t i s a l l well and good to t a l k o r w r i t e ab o u t th e v a lu e o f
th e a r t s .
I t i s a n o th e r o r d e r o f b u s in e s s t o f i g u r e o u t
what i s t o be done in s c h o o ls . I t i s one th in g to a s s e r t
g e n e ra l p r o p o s i t i o n s about th e a r t s in r e l a t i o n t o human
e x p e r ie n c e ; i t i s s t i l l a n o th e r t o develop c l e a r ' t r a n s l a t i o n s '
as t o what i s t o be done w ith th e l i v e s o f p e o p le ." (Hausman,1980)

34

Summary
This review o f th e c u r r e n t l i t e r a t u r e was a d d re ss e d to to p ic s
re la te d to :
1.

The h i s t o r y o f s t a t u s s t u d i e s o f e lem en ta ry s p e c i a l i s t
programs in M ichigan.

2.

The im pact o f th o s e s t u d i e s in Michigan.

3.

N atio n al and s t a t e s t u d i e s on th e A rts in Education
and General E d u c a tio n .

4.

The n a tio n a l and s t a t e advocacy movement.

5.

How th e A rts a r e ad v o ca te d .

Three m ajor s u rv e y s o f s p e c i a l i s t d i r e c t e d programming a t
th e e le m e n ta ry le v e l in Michigan were examined.

S tu d ie s o f A rts

programs were conducted by th e J o i n t L e g i s l a t i v e Committee on th e
A rts in 1974 and 1979.

A s tu d y o f s p e c i a l i s t s e r v i c e s in A r t,

M usic, P h y sic al E ducation and Guidance C ounseling was done by
Donald Kenney in 1977.

The f in d i n g s o f th e s t u d i e s d em o nstrated

a gradu al d e c l i n e in t h e programs o v e r th e y e a r s .
Of th e t h r e e s u r v e y s , Faxon's 1974 s tu d y had th e g r e a t e s t
impact on Michigan e d u c a tio n .

This was due to th e emphasis p la ce d

on th e A rts by th e l e g i s l a t i v e committee a t t h a t tim e ; th e e f f e c t
o f a new p o s i t i o n in th e Department o f E ducation a s s ig n e d to A r t;
and th e emergence o f committees and o r g a n i z a t i o n s t o a d d re ss th e
problems i d e n t i f i e d by th e d a t a .

Though th e impact d id n o t a l t e r

th e c o u rs e o f d e c l i n i n g program s, many o f t h e a c t i v i t i e s g e n e ra te d
were b e n e f i c i a l to th e A rts in e d u c a tio n f o r M ichigan.
su rv ey s had l i t t l e e f f e c t on e d u c a tio n .

The rem aining

35

Few n a t i o n a l le v e l surv ey s have been tak en on s p e c i a l i s t
program s.

Two s u rv e y s by th e NEA, one in 1962 and th e second in

1972 c o n s t i t u t e d most o f th e knowledge and in fo rm a tio n found
ab o u t s p e c i a l i s t program s.

Music was found t o have conducted more

d a ta g a th e r in g a b o u t i t s programs th an e i t h e r A rt o r P h y sic al
E d u c a tio n .

Data on Dance and Drama a t th e e lem en ta ry le v e l was

n o t found.
In fo rm a tio n from a su rv e y o f 200 I.G .E . s c h o o ls i n d i c a t e d t h a t
th e c lassro om te a c h e r s were u s u a l l y n o t p r e s e n t d u rin g th e s p e c i a ­
l i s t p e rio d s and t h a t th e s p e c i a l i s t p r e f e r r e d t h e i r bein g o u t o f
th e room.

There was a l s o ev id en c e o f a p a t t e r n o f programming t h a t

had more to do w ith a t e a c h e r ' s break tim e than o th e r e d u c a tio n a l
re a s o n s .
O ther s t u d i e s in c lu d e d NAEP t e s t i n g in A rt and Music in th e
e a r l y and l a t e s e v e n t i e s and c u r r e n t o p in io n p o l l s conducted by
th e Michigan Department o f E d u c a tio n .
The A rts advocacy movement was a p p r a is e d from th e n a tio n a l
and s t a t e p e r s p e c t i v e .

The l i t e r a t u r e i n d i c a t e d t h a t much o f th e

le a d e r s h i p f o r th e s e movements came from s o u rc e s o u t s i d e o f th e
p ro fessio n al o rg a n iz a tio n s re p re se n tin g s p e c i a l i s t s .

Though th e

p r o f e s s i o n a l o r g a n i z a t i o n s d id have advocacy m a t e r i a l s a v a i l a b l e ,
much o f th e v i s i o n f o r u n i f i e d e f f o r t s was s u p p lie d by th e John D.
R o c k e f e lle r th e 3rd Fund through th e A r t s , E ducation and Americans
group and th e A llia n c e f o r A rts E ducation in W ashington.

36

The review a l s o found l i t t l e s u b s t a n t i a l o p p o s itio n t o A rts
programs b u t t h a t much a p ath y and n e g l e c t has le d t o a low p r i o r i t y
f o r most.
The l i t e r a t u r e r e v e a le d an overwhelming a r r a y o f re a so n s f o r
A rts programs in e d u c a tio n .

The review made i t c l e a r t h a t t h e r e

was n o th in g ap p ro ach in g a c o n s i s t e n t and c l e a r r a t i o n a l e f o r th e s e
programs and t h a t f u r t h e r s tu d y in t h i s a re a i s needed in o r d e r
t o p ro v id e s i g n i f i c a n t and co m p ellin g re a so n s t h a t c o uld be communi­
c a te d d i r e c t l y and e f f e c t i v e l y .

C hapter I I was c lo s e d on th e

n o te t h a t what was needed was a b rid g e between th e r h e t o r i c and
a c t i o n and t h a t changes a f f e c t i n g in d i v i d u a l s would be slow and
d iffic u lt.
C h ap ter I I I e x p l a i n s th e methodology used to con du ct a
survey o f s p e c i a l i s t d i r e c t e d programs in M ichigan.

CHAPTER I I I
DESIGN OF THE STUDY
In tr o d u c ti o n
This s tu d y i s based on a survey o f 529 K-12 p u b lic school
d i s t r i c t s in th e S t a t e o f M ichigan.

Because n e i t h e r th e S t a t e

Department o f Education n or th e p r o f e s s i o n a l o r g a n iz a ti o n s inv olv ed
keep a r e c o rd o f th e le v e l o f programming in th e a re a s in q u e s t i o n ,
th e s tu d y was n e c e s s a ry to p ro v id e th e b a s i c in fo r m a tio n .
Support f o r th e s tu d y has come from v i r t u a l l y a l l o f th e
o r g a n i z a t i o n s and i n s t i t u t i o n s having i n t e r e s t in th e d a ta .
P r i n c i p a l among th e s e has been th e I n s t r u c t i o n a l S p e c i a l i s t Program
and th e R ese arch , E v a lu a tio n and Assessment S e rv ic e s o f th e
Michigan Department o f E d u c a tio n , and t h e Michigan A llia n c e f o r
A rts E d u c a tio n .

The Michigan A llia n c e f o r A rts E ducation i s an

um b re lla o r g a n i z a t i o n o f p r o f e s s i o n a l groups and i n d i v i d u a l s w ith
broad i n t e r e s t s in th e A rts in E ducation and i s a f f i l i a t e d w ith th e
N atio n al A l l i a n c e f o r A rts E ducation which is funded by th e
U nited S t a t e s Department o f Education and lo c a te d in th e John F.
Kennedy C en ter f o r Perform ing A rts in Washington D.C.
R esta te m en t o f t h e Purposes o f th e Study
The purpose o f t h i s s tu d y was t o upd ate th e in fo rm a tio n on
th e p re s e n c e and s u s p e c te d d e c l i n e o f s p e c i a l i s t d i r e c t e d programs
a t th e elem en ta ry le v e l in Michigan p u b lic s c h o o ls .

37

The stud y

38

in c lu d e s q u e s tio n s c o n ce rn in g programs in Visual A r t , Vocal (G eneral)
Music, In s tru m e n ta l Music (Band and O r c h e s t r a ) , Drama, Dance, Phy sical
Education and Guidance C o u n se lin g .

I t a l s o in c lu d e s q u e s tio n s

c o n ce rn in g th e grow th, d e c l i n e o r e l i m i n a t i o n o f th e s e programs
o v e r th e l a s t f i v e y e a r s , th e p e rc e iv e d re a so n s f o r change, and
a d d i t i o n a l p e r c e p tio n s a b ou t th e f u t u r e o f th e programs.

I t was

e x p ec te d t h a t t h e l a t t e r concerns would shed some l i g h t on th e e f f e c t
o f advocacy programs f o r th e s e a r e a s .
A second purpose o f th e s tu d y was to p ro v id e s p e c i f i c i n f o r ­
m ation on programming a c c o rd in g to s p e c i f i c d i s t r i c t l o c a t i o n .
In t h i s s e n s e , th e s tu d y m ight p ro v id e a more p r e c i s e d e f i n i t i o n o f
t h e r e l a t i o n s h i p o f programs to f a c t o r s such as s t a t e form ula fu n d in g ,
s p e c i a l i s t - s t u d e n t r a t i o s , and g e o g ra p h ica l p a t t e r n s .
P o p u la tio n and Sample
The p o p u la tio n s e l e c t e d f o r th e survey was e lem en ta ry p r i n c i p a l s
i n t h e S t a t e o f M ichigan.

The sample in c lu d e d one e lem en ta ry p r i n c i p a l ,

randomly s e l e c t e d from each o f th e 529 d i s t r i c t s in th e s t a t e having
e d u c a tio n a l programs span nin g K in d e rg a rte n through th e 12th g ra d e .
An e x c e p tio n to t h i s p ro c e d u re was made to deal w ith th e 15 d i s t r i c t s
having more th a n 20 e le m e n ta ry s c h o o ls .
The p o p u la tio n was i d e n t i f i e d through th e use o f th e 1983
Michigan E ducation D ir e c to r y and B u y e r's G uide.

This commercial

p u b l i c a t i o n l i s t s a l l sc h o o ls in th e s t a t e o f Michigan along w ith
th e a d d r e s s e s , phone numbers and p r i n c i p a l o f each s c h o o l.

39

Because t h e r e a r e a c t u a l l y 574 d i s t r i c t s

l i s t e d p ro v id in g

e d u c a tio n between th e g ra d e s o f K-12, t h e p o p u la tio n was f u r t h e r
d e fin e d to in c lu d e o n ly th e 529 d i s t r i c t s o f f e r i n g f u l l K-12 programs.
For i d e n t i f i c a t i o n p u rp o s e s , each o f th e 529 d i s t r i c t s were a s s ig n e d
a number from 1 through 529, l i s t e d a c c o rd in g to th e a lp h a b e t i c a l
o r d e r o f t h e i r p o s ta l a d d r e s s .
W ithin each d i s t r i c t ' s l i s t i n g o f elem en ta ry s c h o o ls , each
school was a s s ig n e d a c o n s e c u tiv e number from 1 through th e t o t a l
number o f s c h o o l s .

Using a random number t a b l e found in Runyon

and H a b e r's Fundamentals o f B ehavioral S t a t i s t i c s (1980 t a b l e Q
page 4 1 1 ), one e le m e n ta ry school and i t s p r i n c i p a l in each d i s t r i c t
was s e l e c t e d f o r th e sam ple.
An e x c e p tio n to t h i s p ro cedu re was made f o r th e 15 l a r g e s t
d i s t r i c t s in t h e s t a t e , having more than 20 elem en ta ry sch o o ls l i s t e d .
Because o f th e s i z e o f th e s e d i s t r i c t s , a d e c is io n was made to
p e r s o n a l l y c o n t a c t th e c e n t r a l a d m i n i s t r a t o r s having th e r e s p o n s i b i ­
l i t y f o r e le m e n ta ry s p e c i a l i s t d i r e c t e d program s.

In some c a se s t h i s

was th e d i r e c t o r o f e le m e n ta ry programs and in o th e r s th e s p e c i f i c
c o o r d i n a t o r f o r th e s e programs were i d e n t i f i e d .
A l i s t o f t h e 529 names in c lu d e d in th e sample was p re p a red
in xerox la b e l form at w ith each d i s t r i c t ' s 3 d i g i t i d e n t i f i c a t i o n
number a p p e a rin g in th e upper l e f t c o rn e r o f th e l a b e l .

The l a b e l s

were used to mail th e s u rv e y p a ck e ts and were a l s o p la c e d on th e survey
as a r e t u r n a d d re s s as one means to p o s i t i v e l y i d e n t i f y th e sou rce
o f d a ta.

40

Development o f th e Survey In stru m e n t
The su rv ey in s tru m e n t was roughly de sig n e d along th e l i n e s
o f Kenney’s surv ey in 1977.

This was done to a llo w s p e c i f i c com pari­

sons o f d a ta from each s o u rc e to measure any change o v e r tim e .
The in s tru m e n t was d e sig n e d to g a th e r both th e h ard d a ta such
as numbers o f program s, s p e c i a l i s t s , e t c . and th e p e r c e p tio n s o f th e
re s p o n d e n ts w ith r e s p e c t t o t h e i r o p in io n s and knowledge o f th e
in n e r workings o f t h e d i s t r i c t .

While th e l a t t e r was n o t a f e a t u r e

o f th e Kenney s u r v e y , i t was in c lu d e d to e l i c i t a focus f o r advocacy
e f f o r t s and a l s o t o i d e n t i f y p o s s i b l e s i t e s o f e f f e c t i v e advocacy.
S p e c ia l c o n s i d e r a t i o n s were made to in s u r e
f o r th e s u rv e y .

a high r e t u r n

ra te

The d e c i s i o n to r e j e c t a s t a t i s t i c a l l y d e riv e d

sam pling o f th e 529 d i s t r i c t s in fa v o r o f u sin g th e e n t i r e f i e l d o f
d i s t r i c t s p la c e d a high p r i o r i t y on a c r e d i b l e r e t u r n r a t e to produce
re lia b le re s u lts.

In o r d e r t o have both an a c c u r a te r e f l e c t i o n o f

th e s t a t u s o f th e s e programs s t a t e w id e , as well as th e s p e c i f i c
in fo r m a tio n from i n d iv id u a l l o c a t i o n s , c o n s id e r a tio n o f th e
fo llo w in g n in e f a c t o r s was im p e ra tiv e :
1.

Sp on sorsh ip

2.

In p u t from p r o f e s s i o n a l s in th e f i e l d

3.

Graphic d e s ig n and form at

4.

Ease o f co m p le tin g and m a ilin g

5.

S e l e c t i o n o f e le m e n ta ry p r i n c i p a l s as r e c i p i e n t s
o f th e survey

41

6.

E f f e c t i v e fo llo w -u p

o f n o n -resp o n d en ts

7.

S p e c ia l h a n d lin g o f

larg e d i s t r i c t s

8.

Data keying c a p a b i l i t y

9.

In cen tiv e f o r re tu rn

The s p o n s o rs h ip o f th e su rvey was im p o rta n t to e s t a b l i s h
th e i n i t i a l o r f i r s t c o n t a c t v a l i d i t y o f th e p r o j e c t .
On O cto ber 2 7, 1982, th e Michigan A llia n c e f o r A rts Education
was

approached a t i t s g e n e ra l membership m eeting w ith a pro p o sal to

sp o n so r p a r t o f th e s u rv e y in

r e t u r n f o r th e d a ta on th e s t a t u s o f

e le m e n ta ry a r t s programs in M ichigan.

The MAAE ag re ed to ta k e p a r t

in th e v e n tu r e as a c o -s p o n s o r and have i t s name used in th e p r o c e s s .
In November 1982, p r e lim in a r y d is c u s s io n s w ith th e Michigan
Department o f E ducation were begun co n cern in g th e f e a s i b i l i t y o f th e
dep artm ent p la y in g a r o l e in th e s u rv e y .

Because th e d a ta gained

would seem t o be most u s e f u l t o th e I n s t r u c t i o n a l S p e c i a l i s t s Program,
Dr. T e re s s a S t a t e n , th e n th e a c t i n g s u p e r v i s o r o f t h a t u n i t , was
c o n ta c te d and p r e s e n te d w ith th e id e a .

A f a v o r a b le i n i t i a l re sp o n se

was fo llo w e d by d i s c u s s i o n s w ith Dr. Paul Novak o f th e D e p artm en t's
R ese arch , E v a lu a tio n and A ssessment Program c o n ce rn in g any p o s s ib le
c o n f l i c t s w ith ongoing work in th e d ep artm en t and s p e c i f i c a r e a s
where th e M.D.E. m ight be h e l p f u l .

These p r e lim in a r y d is c u s s io n s

preceded th e formal r e q u e s t f o r c o -s p o n s o rs h ip on J a n u a ry 25, 1983,
t o Dr. S ta te n which r e s u l t e d in th e n e c e s s a ry c le a r a n c e s from Dr.
David Donovan, Head o f th e T e ch nical A s s is ta n c e and E v a lu a tio n
S e r v ic e s s e c t i o n and t h e f i n a l commitment o f th e Department to
c o -s p o n s o r th e s u rv e y .

42

Also in November o f 1982, Mr. W illiam Mays, J r . , E xecutive
S e c r e ta r y o f th e Michigan Elementary and Middle School P r i n c i p a l s
A s s o c ia tio n was c o n ta c te d to s e c u re th e endorsem ent o f MEMSPA f o r
th e s u rv e y .

Mr. Mays a g re ed t o make th e p ro p o sa l an agenda item a t

th e A s s o c i a t i o n 's Board o f D ir e c to r s meeting i n Jan u a ry where i t was
s a n c tio n e d by th e group.
The c o -s p o n s o rs h ip and endorsement campaign allow ed th e surv ey
to be s e n t o u t w ith a c o v e r l e t t e r sig n ed by Dr. P h i l l i p Runkel f o r
th e Department o f E d u c a tio n , Mr. W illiam Mays f o r MEMSPA and Frank
P h i l i p f o r th e A l l i a n c e .

All correspondence bore th e names o f th e

t h r e e o r g a n i z a t i o n s and t h e i r l e t t e r h e a d / l o g o p ro v id in g th e re c o g ­
n i t i o n needed to a s s u r e a good re s p o n se .
The second c o n s i d e r a t i o n was f o r c r i t i c a l a d v ic e and in p u t
from p r o f e s s i o n a l s in th e f i e l d o f th e A rts in E d u c a tio n , th e o t h e r
s p e c i a l a r e a s t o be s u rv e y e d , and a sse ssm e n t and e v a l u a t i o n person nel
w ith s k i l l s in in s tru m e n t d e sig n and im p le m e n ta tio n .
One o f th e f i r s t in d i v i d u a l s to be c o n ta c te d was Dr. Donald
Kenney, now S u p e r in te n d e n t o f S o u th g a te S c h o o ls .

Kenney's r e s e a r c h

in 1977 p ro v id e d th e p r o to ty p e f o r t h i s r e s e a r c h and d e m on strated
th e r e l i a b l y high r e t u r n r a t e o f surv ey s s e n t t o e le m e n ta ry p r i n c i p a l s .
Dr. Kenney a l s o p ro v id e d m a n u sc rip ts o f h is r e p o r t and c o p ie s o f th e
in s tru m e n t used as w ell as some i n s i g h t a b o ut th e p ro c e ss o f s e l e c t i n g
th e p r i n c i p a l s in th e d i s t r i c t s and methods f o r th e fo llo w -u p o f
n o n -re s p o n d e n ts .

43

C o n s u lt a tio n w ith Dr. E r ic Gordon o f I n s t r u c t i o n a l Development
E v a lu a tio n A s s o c ia te s r e g a r d in g th e fo rm u la tio n o f th e q u e s tio n s and
th e a p p r o p r i a t e d e s ig n t o a c h ie v e th e needed d a ta r e s u l t e d in th e
b a s i c fo rm at o f t h e su rv e y in s tr u m e n t.
D is c u s s io n s w ith p r o f e s s i o n a l s in th e f i e l d s t o be surveyed
b ro u g h t a b ou t f u r t h e r re fin e m e n t o f th e b a s ic d e sig n and i d e n t i f i e d
th e need to key i n on t h e programs t h a t a r e s p e c i a l i s t d i r e c t e d r a t h e r
th a n th o s e which a r e d e l i v e r e d by classro o m t e a c h e r s .
The need t o look a t s p e c i a l i s t - s t u d e n t r a t i o s was a new
f e a t u r e o f t h e su rv ey n o t found in p re v io u s o n e s.

In t h e e a r l i e r

s t u d i e s , t h e mere p re s e n c e o f s p e c i a l i s t s and programs could n o t
i n d i c a t e th e t r u e im pact o f th e c u rric u lu m .

In form er s t u d i e s

d i s t r i c t s cou ld r e p o r t having a program w ith s p e c i a l i s t s when
only t h r e e s p e c i a l i s t s a r e employed to cov er more than 40 e lem en tary
b u ild in g s.

The im pact o f th o s e programs would be c o n s id e r a b ly

l e s s th a n th o s e d i s t r i c t s r e p o r t i n g a lower s p e c ia l i s t - s t u d e n t
ra tio .
In th e e a r l y s t a g e s o f d e v elo p in g th e fo r m a t, v a lu a b le
a d v ic e was p ro v id e d by t h e members o f th e s u p e r v is in g d o c to r a l
committee w ith re g a rd s t o th e p r e c i s e and c o n c is e wording o f th e
in s tr u m e n t.

The c l a r i t y o f th e q u e s tio n s asked i s l a r g e l y a t t r i ­

b u ta b le t o th e f i n e honing o f th e language by t h i s group in e a r l y
committee m e e tin g s.

44

Throughout th e developm ental p r o c e s s , elem en ta ry p r i n c i p a l s
in th e Waverly School D i s t r i c t were c o n s u lte d c o n ce rn in g th e
a p p ro p r ia te n e s s o f th e q u e s tio n s asked and w hether o r n o t i t was
a r e a s o n a b le assum ption to e x p e c t p r i n c i p a l s t o h a v e, o r be p riv y
to th e in fo rm a tio n r e q u e s te d .
F i n a l l y , Dr. Paul Novak o f th e Department o f E ducation was
ex tre m ely h e lp f u l in a s k in g th o u g h t provoking q u e s tio n s and
p ro v id in g immense guidance th ro u g h o u t th e p r o c e s s .
The t h i r d c o n s i d e r a t i o n was f o r a c l e a r and o r d e r l y p re s e n ­
t a t i o n o f th e s u rv e y ; one t h a t would i n c r e a s e th e r e t u r n r a t e by
making th e p ro c e ss as sim p le and p a l a t a b l e f o r th e re sp o n d en ts as
p o ssib le .

While th e range and scope o f th e d a ta being so u g h t was

g r e a t , th e form at used to p r e s e n t th e q u e s tio n s needed to be b r i e f
enough to f i t on one s h e e t .

I t was f e l t t h a t th e s i n g l e page

d e sig n would n o t i n t i m i d a t e th e re sp o n d e n t and enhance th e l i k e l i h o o d
t h a t i t would be d e a l t w ith im m ediately r a t h e r th an p u t a s i d e by
th e p r i n c i p a l to do a t a l a t e r d a t e .
The su rv ey was t y p e s e t t o a c h ie v e th e g r e a t e s t economy o f
space in terms o f th e l a y o u t .

The t y p e s e t t i n g allow ed a g r e a t e r

range o f ty p e s i z e and p rov id ed a p r o f e s s i o n a l and f i n i s h e d a p p e a r­
ance to th e in s tr u m e n t.
A nother elem ent o f th e in s tru m e n t d e sig n was th e s e l f m a ilin g
f e a t u r e to a id in th e h a n d lin g and p r o c e s s in g .

The survey was

p r i n t e d on c a rd s to c k t o p e rm it th e re sp o n d en t to sim ply f o ld and

45

s t a p l e i t , apply p o stag e and mail i t w ith o u t th e b o th e r o f and
expense o f an e n v e lo p e .

The r e t u r n a d d re ss f o r t h e surv ey was

p r i n t e d on one panel and a d u p l i c a t e o f th e xerox a d d re ss la b e l
o f th e p r i n c i p a l was a f f i x e d t o th e c o r n e r .
Elementary p r i n c i p a l s were th e in te n d e d r e c i p i e n t s o f th e
survey because o f t h e i r g ra sp o f th e n e c e s s a ry s i g n i f i c a n t d a ta
and t h e i r p o s i t i o n in most d i s t r i c t s which l o c a t e s them between
th e c e n t r a l a d m i n i s t r a t i o n and th e immediate d e l i v e r y o f th e
e d u c a tio n a l s e r v i c e s .

In most c a s e s , t h e i r long te n u re in th e

d i s t r i c t , t h e i r c l o s e r t i e s w ith s p e c i a l i s t s , t e a c h e r s , p a r e n ts
and th e community and t h e i r broad p e rc e p tio n s o f th e c o n te x t o f
th e e d u c a tio n a l community w ith in th e community a t l a r g e , g iv e s
them a unique v antag e p o i n t from which th e q u e s tio n s in th e survey
would be a d d re s s e d .
To a s s u r e a high r e t u r n r a t e , a system o f fo llo w in g up th e
n o n -resp o n d en ts was d e v is e d .

Because one o f th e i n t e n t i o n s o f

th e su rv e y was to acc o u n t f o r a s high a p e rc e n ta g e o f th e s t a t e ' s
e le m e n ta ry p o p u la tio n a s p o s s i b l e , th e fo llo w -u p system would
c o n c e n t r a t e on th e l a r g e r d i s t r i c t s t h a t d id no t respo nd .
A f t e r th e A p ril 27th due d a te f o r th e r e t u r n o f th e s u rv e y ,
a l i s t o f th e f i r s t 100 n o n-resp on din g d i s t r i c t s based on d i s t r i c t
e n ro llm e n t s i z e would be assem bled.

Each p r i n c i p a l o r th e r e c i p i e n t

o f th e survey f o r t h a t d i s t r i c t would then be c o n ta c te d by t e l e ­
phone to encourage them t o r e t u r n th e d a t a .

46

A second l i s t o f th e n e x t 100 d i s t r i c t s n o t responding
would a l s o be compiled and c o n ta c te d by fo llo w -u p l e t t e r .
Again th e l i s t was based on d a ta from th e Department o f
Education t h a t ranked th e d i s t r i c t s a c c o rd in g t o th e s i z e
o f e n r o llm e n t.
F i f t e e n o f th e l a r g e s t d i s t r i c t s o r a l l d i s t r i c t s which
l i s t e d more th an tw enty e lem en ta ry b u ild in g s in th e s t a t e would
be c o n ta c te d p e r s o n a l l y .

Because o f th e concern t h a t a s i n g l e

p r i n c i p a l m ight n o t be c o m fo rta b le in r e p o r t i n g d a ta from such
a l a r g e f i e l d , i n d i v i d u a l s such as th e d i r e c t o r o f elem en ta ry
i n s t r u c t i o n o r s p e c i a l i s t c o o r d in a to r s f o r th e in d iv id u a l a re a s
would be v i s i t e d on an ap pointm ent b a s i s .

This would a s s u r e th e

i n c l u s i o n o f th e h i g h e s t e n ro llm e n t d i s t r i c t s in ^the s u rv e y .
The su rv ey was d e sig n e d to f a c i l i t a t e th e c o n v e rsio n o f
th e r e p o r te d d a ta t o a form t h a t could be co m p u terized .

With

th e a s s i s t a n c e o f Steven P e t e r o f th e Michigan Department o f
E d u c a tio n 's Data P r o c e s s in g U n it, d a ta keying numbers were
added to th e su rv e y form s.
The l a s t c o n s i d e r a t i o n in th e d e sig n p ro c e ss was some
form o f i n c e n t i v e t o t h e re sp o n d e n ts who completed and re tu r n e d
th e s u rv e y .

Each re s p o n d e n t was given th e o p p o r tu n ity to

check o f f a s e c t i o n on th e su rv ey form to r e c e iv e a copy o f th e
summary o f th e f i n d i n g s .

While t h i s i s o n ly a sm all token o f

a p p r e c i a t i o n , i t i s some compensation f o r th e e x p e n d itu r e o f time
and any in c o n v en ien c e th e su rv ey may have c au sed .

47

The f i n a l s t e p in th e in s tru m e n t d e sig n p ro c e ss was a l a s t
c le a r a n c e and p ro o fin g by th e sp o n so rin g a g e n ts and a p i l o t i n g
o f th e g a l l e y p ro o f by p r i n c i p a l s in th e Waverly School D i s t r i c t .
The Survey In stru m e n t
The su rv e y in s tr u m e n t was t y p e s e t and p r i n t e d com m ercially
on a s i n g l e 8% x 17 s h e e t o f 67 l b . ta n c a rd s to c k (s e e pages 143
and 144).

Both s i d e s o f th e s h e e t were u sed .

The su rv ey was

f o ld e d w ith one o u t s i d e panel used f o r t h e p r e - p r i n t e d a d d re ss
o f t h i s r e s e a r c h e r and space f o r xerox r e t u r n a d d re ss la b e l o f
th e re s p o n d e n t which was a f f i x e d to th e form b e fo re m a ilin g
from L ansing.
The in s tru m e n t was m ailed in a 6 x 9 s e a le d e n velo pe w ith
a c o v er l e t t e r s t a t i n g th e purpose o f th e survey and e x p la i n in g
th e p r o c e s s .

The co v er l e t t e r was c o -s ig n e d by t h i s r e s e a r c h e r

as th e r e p r e s e n t a t i v e o f th e Michigan A l l i a n c e , by Dr. P h i l l i p
R unkel, S t a t e S u p e rin te n d e n t o f P u b lic I n s t r u c t i o n f o r th e M .D.E.,
and by W illiam Mays, J r . , E x e cutive S e c r e ta r y o f MEMSPA.
(See Appendix A f o r l e t t e r exam ple).
The s u rv e y form p ro v id e d space a t th e top f o r i d e n t i f i c a t i o n
o f th e re s p o n d e n t and d i s t r i c t which in c lu d e d b la n k s f o r :
1.

The t o t a l d i s t r i c t , 4 th F rid ay e lem en ta ry e n ro llm e n t

2.

The f i v e d i g i t M.D.E. d i s t r i c t i d e n t i f i c a t i o n
number (p ro v id e d by th e r e s e a r c h e r )

3.

The school d i s t r i c t ' s name and a d d re ss

48

4.

The r e s p o n d e n t 's name, p o s i t i o n and school

5.

An i n d i c a t i o n o f w h eth er th e d i s t r i c t re c e iv e s
form ula s t a t e a id o r n o t

6.

An i n d i c a t i o n o f w hether th e re sp o n d e n t w ishes
t o r e c e i v e a summary o f th e f in d i n g s

The in s tru m e n t was d iv id e d i n t o e i g h t s e c t i o n s .

The s i x

s e c t i o n s on th e f r o n t ask q u e s tio n s about programming in
V isual A r t , Vocal (G e n e ra l) Music, Band, O r c h e s tr a , Drama,
Dance and P h y sic a l E d u c a tio n .

The same q u e s tio n s were asked

ab ou t each program and in c lu d e d :
1.

Does y o u r d i s t r i c t have a formal elem en ta ry
( A r t , Music, e t c . ) program?

2.

Does y o u r d i s t r i c t employ elem en ta ry ( A r t ,
M usic, e t c . ) s p e c i a l i s t s ?

3.

I f s o , how many ( s p e c i a l i s t s ) ?

4.

Assuming t h a t y o u r b u ild in g i s a t y p i c a l example
o f what th e d i s t r i c t o f f e r s in terms o f program,
p le a s e r e p o r t th e fo llo w in g d a ta f o r th e a p p r o p r i a t e
l e v e l s . (The re s p o n d e n t was asked t o r e p o r t w hether
o r n o t a s p e c i a l i s t was a v a i l a b l e in th e b u ild in g
f u l l tim e o r p a r t time a t th e s p e c i f i c l e v e l s (K-6)
and how much tim e was devoted t o t h a t s u b j e c t in
a t y p i c a l s c h e d u le . The q u e s tio n o f time was
broken down t o in c lu d e t h r e e f a c t o r s : M inutes
p e r s e s s i o n , S e s sio n s p e r week, Weeks p e r y e a r .
Again th e re s p o n d e n t was asked t o p ro v id e t h i s
d a ta a c c o rd in g t o s p e c i f i c grade l e v e l . )

The back page o f th e su rv ey c o n ta in e d th e s e c t i o n s devo ted
to Guidance C ounseling and g e n e ra l q u e s ti o n s co n cern ing changes
in programming o v e r th e l a s t f i v e y e a r s , th e re a so n s f o r th o s e
changes and p r e d i c t i o n s ab o u t th e p r o b a b i l i t y o f programming
in th e f u t u r e .

49

The s e c t i o n on Guidance C ounseling asked fo u r q u e s ti o n s :
1.

Does y our d i s t r i c t have a formal e lem en tary
Guidance C ounseling program?

2.

How many e le m e n ta ry Guidance C ounselors does
y o u r d i s t r i c t employ?

3.

I f s o , what i s t h e i r minimum c e r t i f i c a t i o n ?

4.

A pproxim ately how many s tu d e n t s does each
c o u n s e lo r se rv e ?

The g e n e ra l in fo rm a tio n s e c t i o n

in c lu d e d s i x q u e s ti o n s :

1.

The re s p o n d e n t was asked t o i n d i c a t e th e changes
o v e r th e l a s t f i v e y e a r s in th e seven a re a s o f
programming w ith r e s p e c t to grow th, c u t-b a c k s in
programs and th e e l i m i n a t i o n o f programs.

2.

The re s p o n d e n t was asked t o rank o r d e r 7 p o s s ib le
e x p la n a tio n s f o r th e growth o f programs which
in c lu d e d :
A.

Good communication between th e program s t a f f ,
p a r e n ts and th e community.

B.

Program i s i n t e g r a t e d w ith o t h e r s u b j e c t
m a t t e r and s t a f f .

C.

S tro n g p a r e n t advocacy

D.

Program i s seen as p a r t o f th e h a s ic c u rric u lu m .

E.

S tro n g program s t a f f .

F.

D i s t r i c t i s f i n a n c i a l l y sound.

G.

A d m in is tr a tiv e l e a d e r s h i p .

The re sp o n d e n t was given two blank spaces to w r i t e in
a d d i t i o n a l re a so n s f o r growth.
3.

The re s p o n d e n t was asked t o rank o r d e r th e re a so n s
f o r th e d e c l i n e in programming. Six e x p la n a tio n s
were l i s t e d and two blank s were pro v id e d f o r
a d d i t i o n a l re a s o n s .

50

A.

Area n o t e s s e n t i a l to b a s ic c u rric u lu m .

B.

Lack o f d i s t r i c t commitment to program.

C.

Budget c u t s .

D.

Lack o f community commitment to program.

E.

Program d id n o t communicate i t s re a so n s f o r
e x istin g .

F.

Lack o f l e a d e r s h i p / c o o r d i n a t i o n f o r th e program.

4.

The re s p o n d e n t was asked to i n d i c a t e i f any o f th e
program a d v o c a te s f o r each o f th e seven a re a s had
made any a tte m p t to p r e s e n t a d e fe n se f o r sav in g
programs in je o p a r d y .

5.

The re s p o n d e n t was asked to s t a t e t h e i r o p in io n s
c o n c e rn in g what i t would ta k e to in c lu d e th e s e
programs as a p a r t o f th e e lem en tary c u rric u lu m
in t h e i r d i s t r i c t . Five c h o ic e s were p rov ided to
be rank o rd e re d and two a d d i t i o n a l b lan ks were
made a v a i l a b l e f o r o t h e r re a s o n s . The f i v e
c h o ic e s were:

6.

A.

B e t t e r u n d e rs ta n d in g o r awareness f o r th e need
f o r th e s e programs.

B.

B e t t e r i n t e g r a t i o n o f s p e c i a l i s t programs i n t o
th e g e n eral c u rric u lu m .

C.

S t a t e mandate.

D.

More comprehensive p r e - s e r v i c e and i n s e r v i c e
t r a i n i n g f o r th e classroom t e a c h e r t o assume
th e d e l i v e r y r e s p o n s i b i l i t y f o r th e s e programs.

E.

More money.

The re s p o n d e n t was asked to i n d i c a t e th e l i k e l i h o o d
f o r programming in each o f th e seven a r e a s based
on th e p r e s e n t funding s t r u c t u r e f o r p u b lic
e d u c a tio n . The c h o ice s f o r t h i s p r o b a b i l i t y were:
L ik e ly w ith in 10 y e a r s , L ikely w ith in 20 y e a r s ,
or not lik e ly .

51

The bottom o f th e su rv ey form p ro vid ed space f o r a d d i t i o n a l
comments o r e x p la n a tio n s and th e t h r e e d i g i t d i s t r i c t i d e n t i f i ­
c a t i o n number which was f i l l e d in by th e r e s e a r c h e r b e fo re m a ilin g .
Data C o lle c ti o n Procedures
514 su rv ey p a c k e ts c o n ta i n in g th e in s tru m e n t and co v er
l e t t e r were m ailed o u t on A p ril 14, 1983.

The rem aining 15

p a c k e ts were hand d e l i v e r e d t o th e l a r g e s t d i s t r i c t s d u rin g the
appointm ents f o r th e d a ta g a th e r in g v i s i t s .
The 15 l a r g e s t d i s t r i c t s were v i s i t e d by th e r e s e a r c h e r
d u rin g th e p re c e d in g two w eeks, (A p ril 11-29) where appointm ents
had been made w ith th e heads o f e lem en ta ry i n s t r u c t i o n o r th e
s u p e r v i s o r s o f th e c o n te n t a r e a s on th e s u rv e y .

In some c ase s

th e d a ta was r e p o r te d v ia phone a c c o rd in g to a p re a rra n g e d s ch e d u le
a f t e r th e i n i t i a l v i s i t .
A l i s t o f th e f i r s t 100 d i s t r i c t s (ranked a c c o rd in g to
d i s t r i c t e n ro llm e n t) which f a i l e d t o respond was com piled.

This

l i s t in c lu d e d d i s t r i c t s whose e n ro llm e n t was 2374 s tu d e n t s o r
g re a te r.

Using th e M .D .E .'s WATS l i n e , each p r i n c i p a l was

c o n ta c te d v ia phone and in some c a s e s s e n t a new su rv ey form
t o be com pleted.
A second l i s t o f t h e n e x t 100 d i s t r i c t s who f a i l e d to
respond was a l s o com piled.

The second l i s t was made up o f

d i s t r i c t s w ith e n ro llm e n ts ra n g in g from 506 s tu d e n t s to 2344

52

stu d en ts.

Each d i s t r i c t on t h i s l i s t re c e iv e d a second survey

form and a l e t t e r s ig n e d by Dr. David Donovan (s e e Appendix A )
o f th e M.D.E. u rg in g them t o com plete and r e t u r n th e s u rv e y .
DATA P ro c e s s in g and Treatm ent
Upon r e c e i p t o f th e su rv ey fo rm s, th e fo llo w in g p ro c e s s in g
p ro cedu re was implemented:
1.

The names and d i s t r i c t o f th e re sp o n d en ts
were checked o f f th e m a ste r l i s t and any
c o r r e c t i o n s o r changes f o r names o r a d d re s s e s
were made.

2.

The e le m e n ta ry e n ro llm e n t f i g u r e was checked
a g a i n s t th e Department o f E ducation'^ m a ste r
l i s t o f th e 1982-83, f o u r th F rid ay c o u n t.
In c a s e s where th e f i g u r e was n o t p r e s e n t ,
i t was added.

3.

The f i v e d i g i t d i s t r i c t code i d e n t i f y i n g each
d i s t r i c t was added t o th e b o i l e r p l a t e
in fo rm a tio n a t th e to p o f th e s u rv e y .

4.

Each re s p o n se was v i s u a l l y checked and e d i t e d i f
n e c e s s a ry f o r c l a r i t y . In c a se s where th e
re s p o n se was i l l e g i b l e , c o n fu s in g o r in c o n f l i c t
w ith o t h e r r e s p o n s e s , a te le p h o n e c a l l was made
t o th e re s p o n d e n t f o r c l a r i f i c a t i o n .

5.

A d d itio n a l re s p o n se s in item s 2 , 3 , and 5 o f
S e c tio n V III were coded f o r d a ta k ey in g.

6.

Data from c e r t a i n re s p o n se s ( i . e . d i s t r i c t
name, e n r o l l m e n t , number o f s p e c i a l i s t s and
growth o r d e c l i n e i n d i c a t o r s ) were t a l l i e d by
hand t o e s t a b l i s h a s e p a r a t e re c o rd to v a l i d a t e
th e co m p uterized in fo r m a tio n .

7.

The re sp o n d in g d i s t r i c t ' s names were removed
from a m a ste r l i s t o f d i s t r i c t s ranked by
e n ro llm e n t s i z e .

8.

The f i n i s h e d su rv ey forms were bundled in packs
o f n in e ty and d e l i v e r e d to Mr. S teve P e te r o f
th e d a t a p r o c e s s in g s e c t i o n o f th e Michigan
Department o f E d u c a tio n .

53

i

The d a ta was fed o n to a computer ta p e by p e rso n n el from
th e Department o f E ducation u s in g th e c o n v e n tio n a l d a ta keying
methods.

E ig h t re c o rd s ( c a r d s ) were u t i l i z e d f o r each s u rv e y ;

one f o r each s e c t i o n o f th e s u rv e y .

Each c a rd c a r r i e d th e

b o i l e r p l a t e In fo rm a tio n from th e to p o f th e survey as w ell as
th e s p e c i f i c in f o r m a tio n from each s e c t i o n .

355 v a r i a b l e s were

e s t a b l i s h e d f o r each c a s e ( s u r v e y ) .
Michigan S t a t e U n i v e r s i t y 's computer f a c i l i t i e s were used
t o p ro c e ss th e d a t a .

The S t a t i s t i c a l Package f o r th e S o c ia l

Sc ie n ce s (SPSS) program was used f o r th e d a ta a n a l y s i s .
C o n d e s c rip tiv e s o f th e 355 v a r i a b l e s were run as w ell as
th e fo llo w in g o t h e r a n a l y s i s :
1.

C r o s s ta b u la tio n f o r t h e p re se n c e o f programs
by form ula s t a t e a i d .

2.

C ro ssta b u la tio n o f:
A. Program by program
B. Program by d i s t r i c t s i z e

3.

F req u en cies o f re s p o n se s to q u e s ti o n s in S e c tio n V III

4.

L i s t i n g s o f program o f f e r i n g s by d i s t r i c t

5.

C o n d e s c rip tiv e o f s t a t e t o t a l s n o t in c lu d in g d a ta
from D e t r o i t

6.

L i s t i n g o f a l l d a ta by d i s t r i c t grouped a c c o rd in g
t o d i s t r i c t code.

In a d d i t i o n to th e a n a l y s i s , t h e computer was used t o
reco de a l l v a r i a b l e s f o r th e number o f weeks p e r y e a r t h a t
s p e c i a l i s t d i r e c t e d programming was a v a i l a b l e .

This was

n e c e s s i t a t e d by a s i g n i f i c a n t number o f re s p o n se s t h a t l i s t e d

54

more than 36 weeks o f i n s t r u c t i o n (180 days as r e q u ir e d by th e
sta te ).

A ll c a s e s t h a t l i s t e d more than 36 weeks were recoded

to r e f l e c t maximum o f 36 weeks.
H an dw ritten remarks and comments from th e su rv e y s were
t r a n s c r i b e d t o th e l i s t s found

in Appendix B.

These comments were

e s p e c i a l l y h e lp f u l in th e v e rb a l re in fo rc e m e n t o f th e f r u s t r a t i o n
evidenced in re s p o n se s t o q u e s tio n s in S e c tio n V III and add a
d e c id e d ly human dim ension t o th e s e o t h e r d a t a .
Summary
The p u rpose o f t h i s s tu d y was t o a s s e s s th e s t a t u s o f
s p e c i a l i s t d i r e c t e d programs in M ich ig an 's p u b lic e lem en ta ry
s c h o o ls .

A ll 529 K-12 school d i s t r i c t s in th e s t a t e were surveyed

v ia th e s e l e c t i o n o f one elem en ta ry p r i n c i p a l to r e p o r t th e
d a ta from h i s o r h e r d i s t r i c t and b u i l d i n g .

E xception to t h i s

p ro c e d u re was made to a s s u r e th e i n c l u s i o n o f th e 15 l a r g e s t
d i s t r i c t s in th e s t a t e .

The d a ta was g a th e r e d from th e s e d i s t r i c t s

by t h i s r e s e a r c h e r d u rin g p e rso n al v i s i t s to th e d i s t r i c t s .
The su rv e y was developed by th e r e s e a r c h e r u s in g Kenney's
1977 su rv e y as a p r o t o t y p e .

I t was d e sig n e d t o g a th e r as much

in fo rm a tio n as p o s s i b l e in a one s h e e t form at and a t th e same time
e l i c i t a high re sp o n se r a t e .

S p e c ia l fo llo w -u p te c h n iq u e s were

used to c o n t a c t n o n -r e s p o n d e n ts .

They in c lu d e d phone c o n ta c ts

o f th e f i r s t 100 d i s t r i c t s ranked by e n ro llm e n t s i z e and l e t t e r s
and second su rv e y s to th e n e x t 100 hundred no n -resp o n d in g d i s t r i c t s .

55

The r e tu r n e d s u rv e y s were hand e d i t e d and b a s ic in fo rm a tio n
on d i s t r i c t e n r o llm e n t, i d e n t i f i c a t i o n number and form ula a id s t a t u s
was checked and added where n e c e s s a r y .

The completed forms were

t r a n s m i t t e d t o th e Department o f Education where th e in fo rm a tio n
was fed t o th e computer f o r a n a l y s i s .
C hapter IV c o n ta i n s th e d a ta o b ta in e d from th e s u rv e y .

CHAPTER IV
ANALYSIS OF THE DATA
In tr o d u c ti o n
This c h a p te r c o n ta i n s th e a n a ly s e s o f th e d a ta drawn
from th e su rv ey and In fo rm a tio n c o l l e c t e d d u rin g th e te le p h o n e
and p e rs o n a l c o n ta c ts w ith th e r e s p o n d e n ts .

The d a ta a r e

p re s e n te d and d is c u s s e d from two p e r s p e c t i v e s .

F i r s t , they a r e

examined t o e s t a b l i s h th e programming l e v e l s f o r each a re a in
q u e stio n .

These l e v e l s a r e examined f o r t h e i r r e l a t i o n s h i p s to

each o t h e r and t o o t h e r f a c t o r s such as d i s t r i c t s i z e and s t a t e
form ula a i d fu n d in g .
p re v io u s s t u d i e s .

Comparisons a r e made to e x i s t i n g d a ta from

Second, th e d a ta a r e examined t o e x p lo re

p o s s i b l e re a so n s f o r program p a t t e r n s w ith p a r t i c u l a r emphasis
on why changes have o c c u rre d ov er th e y e a r s .
Data C o lle c ti o n
The p o p u la tio n o f th e su rv ey was 529 school d i s t r i c t s in
Michigan o f f e r i n g programming and i n s t r u c t i o n f o r K in d e rg a rte n
through th e 12th g ra d e .

I t was f u r t h e r d e fin e d to in c lu d e 514

e lem en ta ry p r i n c i p a l s (one from each d i s t r i c t ) by name; one from
each d i s t r i c t and 15 c e n t r a l a d m i n i s t r a t o r s having r e s p o n s i b i l i t y
f o r programming in th e a r e a s in q u e s ti o n .
Surveys were m ailed t o th e 514 p r i n c i p a l s on A p ril 14, 1983,
and app ointm ents w ith th e rem aining i n d i v i d u a l s a t th e 15 l a r g e s t
d i s t r i c t s were made between th e 11th and 29th o f A p r i l .

56

57

During th e f i r s t f u l l week (A p ril 18-22, 1983) fo llo w in g
th e i n i t i a l m a i l i n g , 48% o f th e su rv ey s were r e t u r n e d .

As o f th e

p u b lis h e d due d a te o f A p ril 27, 1983, 312 survey forms (59%)
had been r e tu r n e d .
On A p ril 29, 1983, two l i s t s o f no n-resp o n d in g d i s t r i c t s
were com piled.
The f i r s t l i s t was com prised o f th e f i r s t 100 d i s t r i c t s t h a t
f a i l e d t o respond ranked a c c o rd in g t o d i s t r i c t s i z e .

Each

in d iv id u a l p r i n c i p a l i d e n t i f i e d in t h e sample was c o n ta c te d v ia
te le p h o n e and urged t o com plete and r e t u r n th e s u rv e y .
surveys were s e n t in 43 c a s e s .

New

In th e p ro c e ss o f th e c o n v e rsa ­

t i o n s , a d d i t i o n a l q u e s ti o n s were asked ab o u t th e s t a t u s o f s p e c i a ­
l i s t d i r e c t e d programs in th e re s p o n d e n ts d i s t r i c t .

The

in fo rm a tio n and i n s i g h t gain ed in t h e s e c o n v e r s a tio n s h e lp ed to
ground th e d a ta r e c e iv e d in th e su rv ey and p ro v id e d a c o n te x t
f o r some o f th e c o n c lu s io n s reached in th e l a s t c h a p te r o f t h i s
s tu d y .

Of th e 100 p r i n c i p a l s c o n ta c te d by phone, 75 r e tu r n e d

t h e i r su rvey form s.
The second l i s t was made up o f th e n e x t 100 p r i n c i p a l s from
n on -resp o nd ing d i s t r i c t s a g a in ranked a c c o rd in g t o d i s t r i c t
e n r o llm e n t.

Each p r i n c i p a l on th e second l i s t r e c e iv e d a second

su rv ey v ia mail w ith a l e t t e r d r a f t e d by th e r e s e a r c h e r and
s ig n e d by Dr. David Donovan (s e e Appendix A ) o f th e Michigan
Department o f E ducation u rg in g them t o com plete and r e t u r n th e

58

su rv ey in s tr u m e n t.

The l e t t e r s and survey forms were m ailed in a

Department o f E d ucatio n e n v elo pe on May 13, 1983.

Of th e 100

n o n-respo n din g p r i n c i p a l s c o n ta c te d by m a il, 44 r e tu r n e d completed
su rv ey form s.
A t o t a l o f 437 su rv e y s were r e tu r n e d by June 17 (82.6%)
and d e l i v e r e d t o th e Department o f Education f o r d a ta keying on
th a t d a te.

Based on a l i s t i n g o f d i s t r i c t s ranked by th e s t a t e ' s

f o u r t h F rid a y e n r o llm e n t co u n t and f u r n is h e d by th e Department
o f E d u c a tio n , th e 437 d i s t r i c t s in c lu d e d i n th e su rv ey in c lu d e d :
94 from th e f i r s t 100 ( l a r g e s t ) , 80 from th e seco nd , 79 from th e
t h i r d , 80 from th e f o u r t h , 84 from d i s t r i c t s ranked 401 t o 500,
and 20 o f th e rem aining 29 in th e l i s t .

The 437 d i s t r i c t s were

found t o a cc o u n t f o r 704,312 e le m e n ta ry s tu d e n t s in th e s t a t e o f
Michigan.
While th e m a j o r i t y o f th e d i s t r i c t s r e p o r te d d a ta from K-6
program s, a s i g n i f i c a n t number, in c lu d in g D e t r o i t P u b lic Schools,
r e p o r te d d a ta from a K-5 c o n f i g u r a t i o n .

D e t r o i t ' s e lem en ta ry

e n ro llm e n t (K-5) was 93,844 from th e s t a t e ' s f o u r th F rid ay co u nt
and r e p r e s e n te d 13.3% o f th e t o t a l e n ro llm e n t accounted f o r by
th e s u rv e y .

In o r d e r t o e s t a b l i s h a p e rc e n ta g e o f t o t a l Michigan

e lem en ta ry s t u d e n t s in c lu d e d in th e d a t a , th e av erage o f th e
s t a t e s t o t a l K-5 e n r o llm e n t (694,005) and th e t o t a l K-6 e n r o l l ­
ment (825,496) was u sed .

The a v erag e was 75 9,750.5 s t u d e n t s .

Based on t h a t f i g u r e , th e p e rc e n ta g e o f e lem en ta ry s tu d e n t s
accounted f o r by t h e su rv e y was 92.7%.

59

Table 4 .1 i s a summary o f th e d a ta c o l l e c t i o n p ro c e d u re s .
Table 4 . 1 :

D e s c r ip tio n o f Mailed Survey
Data C o lle c ti o n
Number
I d e n t i f i c a t i o n o f K-12 D i s t r i c t s
529
Surveys m ailed

514

Surveys hand d e l i v e r e d

15

Surveys r e tu r n e d by A p ril 27th due d a te

312

Number o f te le p h o n e fo llo w -u p c o n ta c ts
Number o f su rv e y s r e tu r n e d from phone c o n t a c t s
Number o f second m a ilin g fo llo w -u p c o n t a c t s
Number o f su rv ey s r e tu r n e d from mail fo llo w -u p
T o tal number o f su rv ey s r e tu r n e d by June 17

100
75
100
44
437

Number o f su rv ey s r e tu r n e d a f t e r June 17
and n o t in c lu d e d in Data A n a ly sis

3

T otal number o f e le m e n ta ry s t u d e n t s accounted
f o r by th e su rv e y
704,312

F indings
The f in d i n g s o f th e surv ey r e f l e c t a s i g n i f i c a n t downward
tr e n d f o r th e l e v e l s o f s p e c i a l i s t d i r e c t e d programs in a l l
c a t e g o r i e s when compared to d a ta from p re v io u s s u r v e y s .

T ab le 4 .2

r e p r e s e n t s th e t o t a l p e rc e n ta g e s o f d i s t r i c t s having programs
d i r e c t e d by s p e c i a l i s t s from th e s u rv e y s o f 1974 and 1979 done
by Faxon, e t a l . , th e 1977 su rvey by Kenney, and t h i s s tu d y .
With th e e x c e p tio n o f t h e Faxon su rv e y which a p p a r e n t l y had an
i n s u f f i c i e n t sample and t h e r e f o r e q u e s ti o n a b le r e s u l t s , th e
comparison shows a c o n s i s t e n t d e c l i n e in programs o v e r th e p a s t
n in e y e a r s .

60
Table 4 .2
Comparison o f S p e c i a l i s t D ire c te d
Programs P r e s e n t in Michigan P u b lic Elementary
Schools in 1974, 1977, 1979 and 1983
R eported in P e rc e n ta g e s o f Schools Having Programs
Faxon, e t a l .
1974

ART

61%

VOCAL
(GENERAL)
MUSIC

Kenney
1977

53.2%

74%
(Vocal)

Faxon, e t al
1979

P h ilip
1983

40.2%

57%

62.5%

83%
87.5%

INSTRUMENTAL
MUSIC

74.5%

90%

DRAMA

0%

DANCE

3%

------ *

____ *

81.2%

PHYSICAL
EDUCATION

ORIGIN
OF
SAMPLE

2%

*

GUIDANCE
COUNSELING

61.8%
(Band)
10.5%
( O rc h e s tr a )

19%

0.4%

13%

0%

65.4%

*

469 e lem en ta r) 534 d i s t r i c t s 169 d i s t r i c t s
surveyed ( a l i i in sample
s ch o o ls
from t h r e e
78.8% r e t u r n
su rveyed.
66% r e t u r n
ra te .
size
c la ssific a ­
ra te .
tio n s.
Sample based
on:
D i s t r i c t size
Grade s t r u c t u r e
Geographic l o c a t i o n

*no d a ta r e p o r te d

13%

529 d i s t r i c t s
surveyed ( a l l !
82.6% r e t u r n
ra te .
92.7% e n r o l l ­
ment coverage,

61

Because o f th e s i m i l a r i t i e s in methodology and th e tim in g
o f th e s t a t e ' s economic dow nturn, Kenney's survey o f 1977 would
seem to o f f e r th e b e s t comparison f o r th e p r e s e n t d a t a .

The

r e s u l t s dem o n strate a 24% re d u c tio n in elem en tary A rt program s,
a 25% d e c li n e in Vocal Music, a 17% d e c li n e in In s tru m e n ta l Music,
a 19% d e c li n e in P h y sic al Education and a 32% r e d u c tio n in
Guidance C ounseling programs o v er th e p a s t s ix y e a r s .
The d a ta p re s e n te d in Tables 4 .3 through 4.10 r e p r e s e n t
th e in fo rm a tio n from S e c tio n s I through VII o f th e survey
in s tru m e n t.
Table 4 .3 shows t h a t 40.2% o r 173 d i s t r i c t s o u t o f 433
r e p o r t having a t o t a l o f 545.2 ( F .T .E .) s p e c i a l i s t s in A rt.
S p e c i a l i s t s who a r e a s s ig n e d to co v er more than one b u ild in g
outnumber th o s e who a r e f u l l time in a b u ild in g by a r a t i o o f
a b o ut 5 to 1.

Time devoted to i n s t r u c t i o n in th e r e p o r t i n g

d i s t r i c t s averages around 45 m inutes and th e number o f c l a s s e s
p e r week a v erag e s s l i g h t l y h ig h e r than one s e s s i o n .

G e n era lly

th e s e c l a s s e s a r e f o r a f u l l y e a r (36 weeks) b u t a s i g n i f i c a n t
number o f d i s t r i c t s r e p o r te d l e s s than a f u l l y e a r s s e r v i c e
y i e l d i n g an averag e o f ap p ro x im ately 32 weeks p e r y e a r o f i n s t r u c t i o n .
Through th e in fo rm a tio n gained from th e te le p h o n e in te r v ie w s
and p erso n al v i s i t a t i o n s , th e overwhelming m a jo r ity o f programs
in A r t , Music and P h y sic a l Education were in f a c t th e c o n t r a c t u a l
break time f o r th e classro o m t e a c h e r .

This item w ill be d is c u s s e d

62

Table 4.3:

ART PROGRAMS

433 d i s t r i c t s r e p o r t i n g .
40.2% o r 173 d i s t r i c t s have a program.
59.8% o r 260 d i s t r i c t s do n o t have a program.
545.2 s p e c i a l i s t s a r e employed ( F .T .E .) Range, .2 to 120
NUMBER OF DISTRICTS REPORTING FULL AND PART-TIME
(SHARED WITH OTHER BUILDINGS) SPECIALISTS IN BUILDINGS AT
GRADE LEVELS
FULL-TIME

LEVEL

PART-TIME

K

16

69

1

28

130

2

28

131

3

28

134

4

28

135

5

26

131

6

21

92

AMOUNT OF SPECIALIST CONTACT TIME AT GRADE LEVEL

K

75

37.59

15-60

77

1.20

80

31.04

45.11

1

152

43.16

20-75

154

1.16

154

32.20

50.07

2

153

43.63

20-75

156

1.16

155

32.13

50.61

3

155

44.36

20-75

157

1.17

156

32.15

51.90

4

156

45.08

20-75

159

1.18

158

32.15

53.19

5

143

45.30

20-75

152

1.19

151

32.01

53.91

6

106

45.33

25-75

106

1.35

109

31.11

61.20

63

f u r t h e r in t h i s c h a p te r in terms o f th e p a t t e r n s o f programming
and l a t e r in C hapter V as an argument f o r and a g a i n s t s p e c i a l i s t
program s.
The in te r v ie w s a l s o re v e a le d t h a t A rt was a s u b j e c t t h a t
was more o f te n c o n s id e re d as an a re a t h a t c lassroo m te a c h e r s
could p ro v id e w ith o u t a s p e c i a l i s t .

While q u e s tio n s o f th e

e f f e c t i v e n e s s , c o n s is te n c y and q u a l i t y o f th e s e programs w ith o u t
competent s u p e r v is io n a r e imm ediately r a i s e d by t h i s r e s e a r c h e r
and o th e r s in th e f i e l d , th e p e rc e p tio n i s p r e v a l e n t th ro u g h o u t
th e e d u c a tio n a l system and prob ab ly i s a p a r t i a l e x p la n a tio n f o r
th e d i f f e r e n c e s in programming l e v e l s in A rt and Music.
The d a ta f o r Vocal Music programs a re r e p r e s e n te d in Table 4 . 4 .
The term Vocal Music was used in t h i s s tu d y t o d i f f e r e n t i a t e
between th e s e g en eral music programs and th e more s p e c i f i c
In s tru m e n ta l Music programs in Band and O rc h e s tr a .

While many

o f th e s o - c a l l e d Vocal Music programs a l s o in c lu d e e x p e rie n c e s
w ith O rff and o t h e r forms o f i n s tr u m e n ts , th e la b e l i s g e n e r a lly
a c c e p te d as th e g e n e r ic music program o f most school d i s t r i c t s .
Vocal Music programs were i d e n t i f i e d in 273 school d i s t r i c t s
in Michigan o r 62.6% o f th e 436 d i s t r i c t s r e p o r t i n g in fo rm a tio n
in t h i s s u rv e y .

S p e c i a l i s t s employed by d i s t r i c t s in Vocal Music

programs numbered 722.9 and ranged from .2 o f a p o s i t i o n to th e
126 p o s i t i o n s r e p o r te d in D e t r o i t P u b lic S c h o o ls.

The r a t i o o f

s p e c i a l i s t s r e s p o n s ib le f o r more than one b u ild in g a g ain outnumbered
th o s e a s s ig n e d to a s i n g l e b u ild in g by a r a t i o o f ap p ro x im a te ly 4 to 1.

64

Table 4.4 :

VOCAL MUSIC PROGRAMS

436 d i s t r i c t s r e p o r t i n g
6 2.6$ o r 273 d i s t r i c t s have a program
37.4% o r 163 d i s t r i c t s do n o t have a program
722.9 s p e c i a l i s t s a r e employed ( F .T .E .) Range, .2 t o 126
NUMBER OF DISTRICTS REPORTING FULL AND PART-TIME
(SHARED WITH OTHER BUILDINGS) SPECIALISTS IN BUILDINGS AT
GRADE LEVELS
LEVEL

FULL-TIME

PART-TIME

K

37

130

1

51

196

2

52

195

3

53

192

4

53

191

5

47

174

6

25

118

AMOUNT OF SPECIALIST CONTACT TIME AT GRADE LEVEL

K
1

Ifi?
247

28.51
31.64

15-60
15-60

Ifi?
248

1.54
1.63

Ifi?
240

34.64
34.88

43.91
51.57

2

248

31.91

15-60

249

1.60

243

34.89

51.06

3

250

32.54

15-60

251

1.61

245

34.75

52.39

4

247

33.22

16-60

249

1.60

242

34.75

53.15

5

223

33.03

16-60

225

1.59

219

34.70

52.52

6

141

33.54

16-60

144

1.73

145

34.04

58.02

65

Vocal Music s e s s i o n s were g e n e r a lly s h o r t e r than th o se in
A rt (ro u g h ly 32 t o 33 m in u te s) b u t averaged more s e s s i o n s p e r
week.

The p a t t e r n most o f t e n r e p o r te d was 2 s e s s i o n s p e r week

and th e a v erag e was c o n s i s t e n t l y around 1 .6 .
This p a t t e r n and le v e l f o r programming in Vocal Music and
a s i m i l a r one f o r P h y s ic a l E ducation seemed t o v a l i d a t e in fo rm a tio n
gained from th e in te r v ie w p ro c e ss t h a t i n d i c a t e d t h a t th e two
programs t o g e t h e r were a more l i k e l y s o u rc e f o r th e break time
f o r c lassro o m te a c h e r th a n o t h e r p a t t e r n s . Because th ey could be
conducted in in crem en ts o f a p p ro x im a te ly 30 m inutes and p r e s e n te d
tw ic e a week, t o g e t h e r th e y co u ld accou n t f o r fo u r f i f t h s o f th e
needed c o n t r a c t u a l b reak tim e f o r classro o m t e a c h e r s .
t h i s m a tte r i s s t i l l

While

in th e realm o f s p e c u l a t i o n , i t i s none

th e l e s s an i n t e r e s t i n g i n d i c a t o r o f a p r i o r i t y system which may
need f u r t h e r i n v e s t i g a t i o n by a r t s a d v o c a te s .
Table 4 .5 i n d i c a t e s th e d a ta c o n ce rn in g Band programs a t th e
elem en ta ry l e v e l .

Of th e 436 d i s t r i c t s r e p o r t i n g , 61.9% o r 270

have some form o f Band i n s t r u c t i o n .

The number o f s p e c i a l i s t s

employed (3 4 0 .7 ) and th e number o f d i s t r i c t s r e p o r t i n g f u l l and
p a r t tim e coverage i n d i c a t e s t h a t most o f th e s e programs a re
appendages and t r a i n i n g grounds f o r secondary program s.

While

d a ta on secon dary programs i s n o t r e p o r te d h e r e , i t can be assumed
t h a t t h e r e i s a high c o r r e l a t i o n between th e programs a t th e
elem en ta ry and secondary l e v e l .

In fo rm a tio n from th e in te rv ie w s

66

Table 4.5;

BAND PROGRAMS

436 d i s t r i c t s r e p o r t i n g
61.956 o r 270 d i s t r i c t s have a program
38.1% o r 166 d i s t r i c t s do n o t have a program
340.7 s p e c i a l i s t s a r e employed ( F .T .E .) Range, .2 t o 42
NUMBER OF DISTRICTS REPORTING FULL AND PART-TIME
(SHARED WITH OTHER BUILDINGS) SPECIALISTS IN BUILDINGS AT
GRADE LEVELS
LEVEL

FULL-TIME

PART-TIME

K

0

1

1

0

6

2

0

5

3

0

7

4

3

32

5

19

176

6

20

184

AMOUNT OF SPECIALIST CONTACT TIME AT GRADE LEVEL

K

2

40.00

20-60

1

2.0Q

2

36.00

80.00

1

3

51.67

45-60

4

1.00

5

36.00

51.67

2

3

51.67

45-60

4

2.00

5

36.00

103.34

3

5

47.00

30-60

6

1.50

7

35.86

70.50

4

30

40.23

20-90

29

2.03

32

33.34

81.67

5

179

37.94

-90

182

2.79

180

33.54

105.85

6

186

40.36

-90

192

3.12

190

34.97

125.92

67

i n d i c a t e t h a t th e m a jo r ity o f th e s e programs a r e conducted by
s t a f f from th e secon dary le v e l who spend a p o r ti o n o f t h e i r time
in th e elem en ta ry s c h o o ls .
Few programs e x i s t a t th e lower end o f th e elem en tary
spectrum w ith th e predominance o f a c t i v i t y ta k in g p la c e a t th e
5th and 6 th grade l e v e l .

C lass s e s s i o n s a re in th e 40 minute

range on th e average and a r e conducted a p p ro x im a te ly 3 tim es a
week f o r c l o s e t o , b u t l e s s th a n a f u l l y e a r .
O rc h e s tra program s, as Table 4 .6 i n d i c a t e s , fo llo w th e same
b a s ic p a t t e r n as th e Band i n s t r u c t i o n b u t a t reduced l e v e l s .
Only 10.5% o f th e 437 d i s t r i c t s r e p o r t i n g o r 46, have an O rc h e stra
program.

Most o f th e 142.9 s p e c i a l i s t s employed work only p a r t

o f t h e i r tim e a t th e e lem en ta ry le v e l as w ith th e Band programs.
A gain, i t can be assumed from s u b s t a n t i a t i n g evid en c e from th e
i n t e r v i e w s , t h a t th e programs r e p o r te d h e re a r e th e th r e s h o ld
e x p e rie n c e s f o r secondary programs.
The number o f m inutes p e r s e s s i o n and th e number o f weeks
p e r y e a r a r e in l i n e w ith th o s e r e p o r te d f o r Band programs b u t
th e number o f s e s s i o n s p e r week i s c l o s e r to 2 than th e 3
i n d i c a t e d by d i s t r i c t s w ith Band programs.
Only two d i s t r i c t s r e p o r te d programming in Drama as Table 4 .7
in d ic a tes.

One d i s t r i c t employed a f u l l time person K-6 and one

d i s t r i c t a s s ig n e d one perso n h a l f tim e.

No d a ta on th e d e l i v e r y

o f s e r v i c e s o r th e l e v e l s s e r v ic e d were r e p o r te d .

68

Table 4 .6 :

ORCHESTRA PROGRAMS

437 d i s t r i c t s r e p o r t i n g
10.5% o r 46 d i s t r i c t s have a program
89.5% o r 391 d i s t r i c t s do n o t have a program
142.9 s p e c i a l i s t s a r e employed ( F .T .E .) Range, .2 t o 25
NUMBER OF DISTRICTS REPORTING FULL AND PART-TIME
(SHARED WITH OTHER BUILDINGS) SPECIALISTS IN BUILDINGS AT
GRADE LEVELS
LEVEL

FULL-TIME

PART-TIME

K

0

1

1

0

0

2

0

1

3

0

2

4

0

20

5

3

46

6

2

31

AMOUNT OF SPECIALIST CONTACT TIME AT GRADE LEVEL

K

1

60.00

60

1

2

1

36.00

120.00

1

1

60.00

60

1

2

2

36.00

120.00

2

2

45.00

30-60

2

2

3

36.00

90.00

3

3

45.00

30-60

3

2

4

36.00

90.00

4

21

40.71

25-90

23

2.04

21

33.53

83.05

5

43

39.88

20-90

43

2.07

44

35.32

82.55

6

29

38.45

20-75

31

2.23

32

35.56

85.74

69

Table 4 .7 :

DRAMA PROGRAMS

437 d i s t r i c t s r e p o r t i n g
.4% o r 2 d i s t r i c t s have a program
99.6% o r 435 d i s t r i c t s do n o t have a program
1 .5 s p e c i a l i s t s a r e employed ( F .T .E .) Range, .5 t o 1
NUMBER OF DISTRICTS REPORTING FULL AND PART-TIME
(SHARED WITH OTHER BUILDINGS) SPECIALISTS IN BUILDINGS AT
GRADE LEVELS
LEVEL

FULL-TIME

PART-TIME

K
1
2
3

NO DATA REP( RTED

4
5
6

AMOUNT OF SPECIALIST CONTACT TIME AT GRADE LEVEL

7

z? $ /

MUftTA RFPf UEa

70

No d i s t r i c t s r e p o r te d s p e c i a l i s t s o r programming in Dance
as Table 4 . 8 shows.
While a small number o f re s p o n d e n ts r e p o r te d in th e comments
s e c t i o n o f th e in s tru m e n t

t h a t s e r v i c e s were a v a i l a b l e from th e

classro o m t e a c h e r in Drama and some P h y sic a l E ducation programs
had Dance components, t h e s e two programs a r e th e a r e a s o f most
s e r io u s n e g l e c t in th e e le m e n ta ry c u rric u lu m in M ichigan.

As

th e d a ta in l a t e r t a b l e s in t h i s c h a p te r i n d i c a t e , th e y a r e a l s o
th e l e a s t l i k e l y programs t o be in c lu d e d in th e f u t u r e .

To say

th e y a r e a low p r i o r i t y in p u b lic e d u c a tio n would be a g ro ss
u n d e rs ta te m e n t.
P h y sic a l E ducation enjoyed th e h i g h e s t number o f s p e c i a l i s t
d i r e c t e d programs in t h e s t a t e .

Table 4 .9 i n d i c a t e s t h a t 286

d i s t r i c t s o r 65.4% o f th e 437 d i s t r i c t s re s p o n d in g , had P h y sic a l
Education program s.

1023.7 s p e c i a l i s t s were employed t o conduct

th e s e programs and th e r a t i o o f s h a re d te a c h e r s t o f u l l - t i m e
te a c h e r s was c lo s e to 2 :1 .
The c o n t a c t tim e r e p o r te d was a p p ro x im a te ly 32 t o 36 m inutes
p e r s e s s i o n and th e most o f t e n r e p o r t e d number o f s e s s i o n s p e r
week was 2 w ith an a v e ra g e in th e 1.7 ra n g e .

Most d i s t r i c t s

r e p o r te d f u l l y e a r programs and th e a v erag e f o r weeks p e r y e a r
was s l i g h t l y h ig h e r th a n 34.
Guidance C ounseling programs were r e p o r te d by 55 d i s t r i c t s
o r 12.8% o f th e 429 d i s t r i c t s re sp o n d in g as i n d i c a t e d by Table 4 .1 0 .

71

Table 4 .8 :

DANCE PROGRAMS

437 d i s t r i c t s r e p o r t i n g
0% o r 0 d i s t r i c t s have a program
100% o r 437 d i s t r i c t s do n o t have a program
0 s p e c i a l i s t s a r e employed ( F .T .E .) Range, 0 t o 0
NUMBER OF DISTRICTS REPORTING FULL AND PART-TIME
(SHARED WITH OTHER BUILDINGS) SPECIALISTS IN BUILDINGS AT
GRADE LEVELS
LEVEL

FULL-TIME

PART-TIME

K
1
2
3

NO DATA REPOI TED

4
5
6

AMOUNT OF SPECIALIST CONTACT TIME AT GRADE LEVEL

DATA REI )RTED

72

Table 4.9 :

PHYSICAL EDUCATION PROGRAMS

437 d i s t r i c t s r e p o r t i n g
65.4% o r 286 d i s t r i c t s have a program
34.6% o r 151 d i s t r i c t s do n o t have a program
1023.7s p e c i a l i s t s employed ( F .T .E .) Range, .2 to 370
NUMBER OF DISTRICTS REPORTING FULL AND PART-TIME
(SHARED WITH OTHER BUILDINGS) SPECIALISTS IN BUILDINGS AT
GRADE LEVELS
LEVEL

FULL-TIME

K

PART-TIME

56

122

1

H

00

175

2

83

174

3

84

172

4

87

173

5

81

166

6

51

113

AMOUNT OF SPECIALIST CONTACT TIME AT GRADE LEVEL

K

182

28.74

15-60

184

1.55

184

34.65

44.55

1

260

32.27

20-60

260

1.70

256

34.38

54.86

2

261

32.50

20-60

261

1.68

259

34.46

54.60

3

263

33.19

20-60

264

1.67

260

34.40

55.43

4

265

34.00

20-60

266

1.68

262

34.37

57.12

5

252

35.01

20-60

252

1.77

249

34.31

61.97

6

173

36.33

20-60

175

1.97

178

34.02

71.57

73

Table 4.10:

GUIDANCE COUNSELING PROGRAMS

429 d i s t r i c t s r e p o r t i n g
12.8% o r 55 d i s t r i c t s have a program
87.2% o r 374 d i s t r i c t s do n o t have a program
172 s p e c i a l i s t s a r e employed ( F .T .E .) Range, 1 to 92
NUMBER OF DISTRICTS REPORTING FULL AND PART-TIME
(SHARED WITH OTHER BUILDINGS) SPECIALISTS IN BUILDINGS AT
GRADE LEVELS
LEVEL

FULL-TIME

PART-TIME

K
1
2
NO DATA

3
4
5
6

AMOUNT OF SPECIALIST CONTACT TIME AT GRADE LEVEL

£o x.

.

DATA

74

One hundred sev e n ty -tw o s p e c i a l i s t s a r e employed f o r Guidance C ounseling
programs in Michigan e le m e n ta ry s c h o o ls .

Because o f th e d i f f e r e n c e s in

programming in Guidance C ounseling and i t s d i s s i m i l a r i t y t o th e
o t h e r programs in th e s u r v e y , no d a ta on th e d e l i v e r y systems
were r e q u e s te d o r r e p o r t e d .
Table 4.11 i s a summary o f th e numbers o f programs and
s p e c i a l i s t s r e p o r te d in th e s u rv e y .

P erc e n tag e s f o r th e number

o f d i s t r i c t s r e p o r t i n g o u t o f th e 529 t o t a l d i s t r i c t s in th e
s t a t e as w ell as th e p e rc e n ta g e s o f d i s t r i c t s w ith and w ith o u t
programs a r e pro v id e d in Columns 1, 2 and 3.

Column 4 i n d i c a t e s

th e t o t a l s f o r s p e c i a l i s t s in each a re a f o r th e s t a t e .

Column 5

i s th e mean f o r th e number o f m inutes p e r s e s s i o n a t th e f i f t h
grade l e v e l .

Column 6 i s th e mean f o r th e number o f s e s s i o n s p e r

week a t th e f i f t h grade l e v e l .

Column 7 i s th e mean f o r th e

number o f weeks p e r y e a r a t th e f i f t h grade l e v e l .
Because th e d a ta from D e t r o i t P u b lic S c h o o ls , t h e l a r g e s t
d i s t r i c t in th e s t a t e , te n d to skew th e r e s u l t s due t o th e s i z e
o f th e d i s t r i c t (9 3,8 4 4 s tu d e n t s K-5 o r 13.3% o f th e t o t a l r e p o r t e d ) ,
Table 4 .1 2 i s p ro v id e d t o show th e r e l a t i o n s h i p o f th e programs
r e p o r te d by D e t r o i t t o t h e t o t a l s r e p o r te d .
The t a b l e shows th e t o t a l number o f s p e c i a l i s t s and th e t o t a l
number and p e rc e n ta g e f o r both th e D e t r o i t P u b lic Schools and a l l
o th ers o u tsid e o f D e tro it.

This e f f e c t i s only found where

s p e c i a l i s t s a r e m entioned in th e d a ta and should have no b e a rin g
on th e f in d i n g s in th e rem aining t a b l e s .

N
173

59.8%

260

»<»■

Have a program

Do n o t have
a program

3 4 0 .7

7 2 2 .9

5 4 5 .2

0
fl
fl

3 9 .8 8

3 7 .9 4

3 3 .0 3

4 5 .3 0

Minutes p e r
^ 's e s s io n a t
5th g ra d e l e v e l

1 .5 9

2 .7 9

3 2 .0 1

3 4 .7 0

3 3 .5 4

1
1
I
1

3 5 .3 2

3 4 .3 1

1
1
1
1

2 .0 7

1 .7 7

1
<1
1
1

6 1 'I

1 4 2 .9

T o tal number
of sp e c ia lists
i n sta te

S e s s io n s p e r
x 'w e e k a t
5th g rade l e v e l
Weeks p e r
x iy e ar a t
5th g rad e le v e l

.w

TOTALS

•

1
1
1
1

ro

•

SPECIALIST

433

40.2%

D is tr ic ts rep o rtin g
o u t o f 529 t o t a l
SUMMARY OF STATE

81.9%

166

163

270

CO
CO
M
**

273

61.9%

89.5%

co
VO
H

436

00
ro
4*

37.4%

z

62.6%

**

3
c;§
O’>o
*>
c 1—

82.4%

z

436

%9’ Z8

IVDISAHd

CO
3>
z
o

437

N

O
re
m
CO
—i
s

.

10.5%

435

3 5 .0 1

1
1
I
1

437

1023

o

ro

99.6%

o
o
**

437

h*

-

73

z

**

0.4%

•o
o
**

o
VO
>
3B

82.6%

437

82.6%

151

i
i
i
i

286

374
i
i
i
i

34.6%

87.2%

i
i
i
i

65.4%

12.8%

M
ro

437

429

81.1%

<J1
CJI

oo
ro
CTl

N

N

a*

■

ART

GUIDANCE

rr
c
c
r
3=
»—
C
2

DANCE

c
c
2
u
rr
r1—
2
cr

*

w
*

^
*

76
Table 4.12
SUMMARY OF DETROIT AND OUTSTATE
SPECIALIST TOTALS BY PROGRAM

TOTAL OF

SPECIALISTS IN DETROIT

OUTSTATE 5SPECIALISTS

s p e c ia l is t :

IN STATE

N

% OF TOTAL

N

% OF TOTAL

ART

545.2

120

22.035

425.2

78.0%

VOCAL
MUSIC

722.9

126

17.4%

596.9

82.6%

BAND

340.7

42

12.3%

298.7

87.7%

ORCHESTRA

142.9

25

17.5%

117.9

82.5%

DRAMA

1.5

DANCE

0

PHYSICAL
EDUCATION

GUIDANCE
COUNSELING

A
U

0

A
U

1.5

0

0

100 %

0

1023.7

370

36.1%

653.7

63.9%

172

92

53.5%

80

46.5%

77

D e clin in g e n ro llm e n ts and s h r in k in g revenues seem t o a f f e c t
th e d i s t r i c t s w ith th e l e a s t amount o f f l e x i b i l i t y in t h e i r budgets
th e h a r d e s t .

These d i s t r i c t s a r e g e n e r a l l y th e s m a l l e s t o r ones

t h a t a r e h ig h ly dependent on t h e formula based a id from th e s t a t e .
To gauge th e e f f e c t o f d i s t r i c t s i z e on th e p re se n c e o f
program s, a comparison was made o f th e s e two f a c t o r s .

The d i s t r i c t s

r e p o r t i n g d a ta were d iv id e d i n t o fo u r c a t e g o r i e s a c c o rd in g to
e n r o llm e n t.

The c a t e g o r i e s w ere:

d i s t r i c t s having an e lem en tary

e n ro llm e n t o f 33 t o 999, N = 253, ones having e n ro llm e n ts o f
1000 to 1999, N = 107; ones having e n ro llm e n t o f 2000 to 3999,
N = 50; and th e l a r g e s t d i s t r i c t s having from 4,000 to 93,844
elem en ta ry s t u d e n t s , N = 27.

A c r o s s t a b u l a t i o n was made

y i e l d i n g th e r e s u l t s shown in Table 4 .1 3 .
For th e th r e e ty p e s o f programs employing th e g r e a t e s t number
o f s p e c i a l i s t s , i . e . A r t , Vocal Music and P h y sic al E d u c a tio n ,
th e r e s u l t s were d r a m a t i c a l l y c o n s i s t e n t , showing a p e r f e c t
lin e a r re la tio n s h ip .

Beginning from th e s m a l l e s t d i s t r i c t

c a te g o ry through th e l a r g e s t in th e a re a o f A r t , th e p e rc e n ta g e s
f o r d i s t r i c t s having a r t programs were 30.8%, 41.5%, 64.0% and
77.8% r e s p e c t i v e l y .

When th e two s m a l l e s t c a t e g o r i e s (N = 360)

and th e two l a r g e s t c a t e g o r i e s (N = 77) a r e grou ped, th e p e rc e n ta g e s
a r e 33.6% o f th e d i s t r i c t s having e n ro llm e n ts from 33 to 1999,
and 6 8 . 8 % f o r th e d i s t r i c t s having from 2000 to 93,844 s t u d e n t s
re sp ec tiv e ly .

These r e s u l t s c l e a r l y show th e advantage o f e n r o l l ­

ment s i z e when i t comes to s u p p o rtin g an A rt program.

78

Table 4 .1 3
CROSS TABULATIONS OF THE PRESENCE OF PROGRAMS
BY DISTRICT SIZE

DISTRICT SIZE ACCORDING TO ELEMENTARY ENROLLMENT

33
to
999
(253)
ART

Have a
program
Do n o t
have a
program

VOCAL
MUSIC

Have a
program
Do n o t
have a
program

JTRUMENTAL
MUSIC

Have a
program
Do n o t
have a
program

1000

2000

to
1999
(107)

to
3999
(50)

4000
to
93,844
(27)

N

77

44

32

21

COL. PCT

30.8%

41.5%

64.0%

77.8%

62

18

58.5%

36.0%

2 2 . 2%

71

34

23

66.4%

6 8 . 0%

85.2%

36

16

33.6%

32.0%

14.8%

60

32

20

76.9%

N
COL. PCT
N
COL. PCT
N
COL PCT.
N

173
69.2%
145
57.5%
107
42.5%
158

6

4

COL.PCT.

62.5%

56.1%

64.0%

N

95

47

18

COL. PCT

37.5%

43.9%

36.0%

23.1%

74

36

21

77.8%

6

•

PHYSICAL
EDUCATION

GUIDANCE
OUNSELING

Have a
program
Do n o t
have a
program
Have a
program
Do n o t
have a
program

N

155

COL. PCT

61.3%

69.2%

72.0%

N

98

33

14

COL. PCT

38.7%

30.8%

28.0%

N

33

16

3

COL. PCT

13.3%

15.2%

6 . 1%

N
COL. PCT

216
86.7%

6
2 2 . 2%

3
11.5%

89

46

23

84.8%

93.9%

88.5%

79

The p e rc e n ta g e s f o r d i s t r i c t s having Vocal Music programs
when ra n k in g th e c a t e g o r i e s from th e s m a l le r d i s t r i c t s to th e
l a r g e , a r e 57.5%, 66.4%, 68.0% and 85.2% r e s p e c t i v e l y .

These

p e rc e n ta g e s show a f l a t t e r d i s t r i b u t i o n and r e f l e c t th e h ig h e r
t o t a l p e rc e n ta g e s found in t h e Vocal Music a r e a .

When grouped

th e two s m a l l e r e n ro llm e n t c a t e g o r i e s show a 60% margin and th e
two l a r g e r d i s t r i c t c a t e g o r i e s i n d i c a t e a 74% m argin.

A gain,

th e l a r g e r th e d i s t r i c t , th e more l i k e l y i t i s t o f in d a Vocal
Music program.
P h y sical E ducation p e rc e n ta g e s show an in c re a s e d evenness
in th e d i s t r i b u t i o n w ith 61.3%, 69.2%, 72.0% and 77.8% r e s p e c t i v e l y .
A grouping o f th e s m a l le r d i s t r i c t c a t e g o r i e s and th e l a r g e r
ones y i e l d s p e rc e n ta g e s o f 63.6% and 74.0% r e s p e c t i v e l y .

L arger

d i s t r i c t s a g ain a r e more l i k e l y t o have P h y sic al E d u c a tio n .
For programs in In s tru m e n ta l Music and Guidance C o u n se lin g ,
th e d a ta a r e n o t as c o n s i s t e n t .
In s tru m e n ta l Music shows a g e n eral tr e n d toward th e p a t t e r n s
found in A r t , Vocal Music and P h y sical E d u c a tio n , b u t r e v e r s e s
th e m iddle two c a t e g o r i e s .

The p e r c e n ta g e s ; 62.5%, 56.1%, 64.0%

and 76.9% r e s p e c t i v e l y show a d e v i a t i o n downward i n th e second
c a te g o ry b u t conform to th e p a t t e r n when grouped.

Grouping

y i e l d s a 60.6% f i g u r e f o r th e two s m a lle r d i s t r i c t c a t e g o r i e s
and a 71.4% f i g u r e f o r th e d i s t r i c t s having elem en ta ry e n ro llm e n ts
o f 2000 and more.
Guidance C ounseling does not conform to th e p a t t e r n producing
p e rc e n ta g e s o f 13.3%, 15.2%, 6.1% and 11.5% r e s p e c t i v e l y .

The

80

co m p arativ ely low N and th e n a tu r e o f th e c o u n s e lin g program
probably has some e f f e c t on th e f i g u r e s b u t th e e x i s t i n g d a ta
do n o t c l e a r l y i n d i c a t e what t h a t e f f e c t may b e.

F u r th e r stu dy

o f t h i s and perhaps o t h e r f a c t o r s such as d i s t r i c t S .E .V ., m illa g e s
and s t a t e a id cou ld be e x p lo re d in t h i s a r e a .
While th e numbers o f programs in th e v a rio u s d i s t r i c t s i z e
c a t e g o r i e s p ro v id e some evid en c e o f th e l o c a t i o n , only A rt and
Vocal Music p ro vided s i g n i f i c a n t r e l a t i o n s h i p i n terms o f th e
alph a le v e l s e t .

Table 4.1 4 i s a summary o f th e s i g n i f i c a n c e

l e v e l s found in th e s e com parisons.
A comparison between th e f a c t o r o f form ula s t a t e a id and
th e p re sen c e o f th e v a rio u s programs was a l s o made.

T ables 4 .1 5

through 4 .1 9 show th e r e s u l t s o f th o s e c r o s s t a b u l a t i o n s .
In an e f f o r t to r e p o r t th e com plete d a ta f o r th e c ro s s
t a b u l a t i o n s in t h i s s t u d y , th e fo llo w in g t a b l e was d e sig n e d .
The example below i s an e x p la n a tio n o f t h a t d e s ig n .

EXPLANATION OF 2x2 CROSS TABULATION TABLES
1.

.
Oo n o t
H ive i
P ro g n a

Hive i
P ro g n a

KEY
1
Programs Cross t a b u l a t e d
Number o f D i s t r i c t s R e p o r tin g (N ). . 2
3
Row P e rc e n ta g e s .
4
Column P e rc e n tag e s
P e rc e n t o f T otal N
Row T o ta ls . . .
7
Column T o ta ls . .
T otal N
. . . .

9

TOTALS

n —n
Hive i
P ro g n *

2

2

Do n o t
H ive I
P ro g rin

6
13

TOTALS

6

7

3

1
7

8

81

Table 4.14
SUMMARY OF SIGNIFICANCE FOR DISTRICT SIZE AND PROGRAMS

N

X2 w ith 3 d f

S ig n i f ic a n c e

ART

433

36.91

.0 0 0 0

VOCAL MUSIC

436

9.91

.0194

INSTRUMENTAL
MUSIC

436

4.15

.2452*

PHYSICAL
EDUCATION

437

5.37

.1464*

GUIDANCE
COUNSELING

429

2.60

.4582*

* n o t s i g n i f i c a n t a t .05 le v e l

82

All 2 x 2 c r o s s t a b u l a t i o n s w i l l a l s o r e p o r t th e PHI c o e f f i ­
c i e n t and th e observed and exp ec te d v a lu e s f o r each c e l l .
Table 4.15 i s th e c ro s s t a b u l a t i o n o f th e v a r i a b l e f o r th e
p re sen c e o f an A rt program and w hether o r n o t a d i s t r i c t re c e iv e s
formula s t a t e a i d .

330 d i s t r i c t s r e c e iv e th e a id based on a

form ula which in c lu d e s th e S.E.V . o f th e d i s t r i c t , t h e p e r p u p il
e x p e n d itu re and th e m illa g e le v i e d in t h a t d i s t r i c t .

I t is

d esign ed to a l l e v i a t e a p o r ti o n o f th e d is c r e p a n c ie s between th e
ta x bases o f school d i s t r i c t s .

199 d i s t r i c t s a r e "o ut o f form ula"

and r e c e i v e no such a i d .
S in ce both v a r i a b l e s a r e in d ep en d en t o f each o t h e r , th e
X2

t e s t was used t o measure t h e i n t e r r e l a t i o n s h i p s between th e two.

In a l l such comparisons in t h i s s tu d y , th e s i g n i f i c a n c e le v e l was
s e t a t a = 0.0 5 and s h a l l be assumed th ro u g h o u t th e rem aining
d is c u s s io n o f th e f i n d i n g s .
The f r e q u e n c i e s and p e rc e n ta g e s o f t h e c ro s s t a b u l a t i o n
y i e l d e d a x 2 v a lu e o f 27.52 w ith one d eg ree o f freedom , (N = 4 2 9 ),
and a s i g n i f i c a n c e o f .0000.

The PHI v a lu e was .2 5 8 , i n d i c a t i n g

th e s t r o n g e s t r e l a t i o n s h i p o f th e s i x a r e a s .

T h e r e f o r e , i t can

be assumed t h a t t h e r e i s a s i g n i f i c a n t r e l a t i o n s h i p between th e
f a c t o r s o f form ula s t a t e a id and th e p re se n c e o f A rt programs
a t th e e lem en ta ry l e v e l .
When Vocal Music programs were compared to s t a t e a i d , a
s i m i l a r r e s u l t was found.

Table 4.16 d i s p l a y s th e f in d i n g s

83
Table 4.15
CROSS TABULATIONS:

STATE AID BY PRESENCE OF PROGRAM
ADT

1.

S t a t e Aid
by A rt

Do n o t
Have a
Program

Have a
Program
31.6%

TOTALS

68.4%

Receive
Formula
S t a t e Aid

297
69.2%

S t a t e Aid
Do n o t
Receive
Formula
S t a t e Aid

132
30.8%
59.1%

TOTALS

40.9%

172
40.1%

257
59.9%

429
100%

x = 2 7.5 2 w ith one d e g re e o f freedom
S i g n i f i c a n t a t th e .05 le v e l

ART
Have
N» 94
Receive
Formula
S t a t e Aid
S t a t e AidDo not
Receive
Formula
S t a t e Aid

Observed
21.9%
Expected
27.7%
N=

78
Observed
18.2%
Expected
12.4%

D o n 't Have
N= 203
Observed
47.3%
Expected
41.5%
N=

54
Observed
12 . 6 %
Expected
18.4%

Observed and Expected
Values by C e l l .
PHI =

.258

84
Table 4.16
CROSS TABULATIONS:

STATE AID BY PRESENCE OF PROGRAM
Vocal Music

2.

S t a t e Aid
by Vocal
Music

Do n o t
Have a
Program

Have a
Program
57.0%

Receive
Formula
S t a t e Aid

43.0% |

170

128

»«
S fa fp

•
CM
lO

Aid

/3 9 A %

Do n o t
Receive
Formula
S t a t e Aid

2 9 .6 A

\23A%

CO

7.6% /

298
69.0%
m•
o»

LO

O

fN.
<n

CM

101

33

75.4*

TOTALS

TOTALS

134
31.0%

24.6% |

271
62.7%

161
37.3%

432
100 %

X - 12.50 w ith one d eg ree o f freedom
S i g n i f i c a n t a t th e .05 le v e l

Vocal Music

Receive
Formula
S t a t e Aid
ta le Aid
Do n o t
Receive
Formula
S t a t e Aid

""

Have

D on't Have

N- 170
Observed
39.4%
Expected
43.3%
101

N* 128
Observed
29.6%
Expected
25.7%
N=
33

Observed
23.4%
Expected
19.4%

Observed
7.6%
Expected
1 1 . 6%

N=

Observed and Expected
Values by C e l l .
PHI =

.175

85

which i n d i c a t e a x 2 v a lu e o f 12.50 w ith one d eg ree o f freedom,
(N = 4 3 2 ), and a s i g n i f i c a n c e v a lu e o f .0004.

The PHI value

o f .175 shows a somewhat l e s s r o b u s t r e l a t i o n s h i p when compared
to A r t.

A gain, th e s t a t i s t i c a l e v id en c e does show a s i g n i f i c a n t

r e l a t i o n s h i p between Vocal Music programs and s t a t e a i d .
Programs in In s tru m e n ta l Music and t h e i r r e l a t i o n s h i p to
s t a t e a id a r e r e p o r te d in T ab le 4 .1 7 .

The x 2 v a lu e was 1.68

w ith one d eg ree o f freedom , (N = 4 3 2 ), w ith a s i g n i f i c a n c e o f
.1953.

Based on o u r a o f .0 5 , th e r e l a t i o n s h i p was n o t s i g n i f i ­

cant a t th a t le v el.
The c r o s s t a b u l a t i o n o f Drama and s t a t e a id i s shown in
Table 4 .1 8 .

The r e l a t i o n s h i p was n o t s i g n i f i c a n t as th e f i g u r e s

in d ic a te.
When s t a t e a id was compared to P h y sic a l E ducation in Table
4 .1 9 , th e r e s u l t s showed a s i g n i f i c a n t r e l a t i o n s h i p which c l o s e l y
p a r a l l e l e d th e one found f o r Vocal Music.

The x 2 v a lu e was

12.58 w ith one d eg ree o f freedom w ith a s i g n i f i c a n c e o f .0004
(N = 4 3 3 ).

This s i m i l a r i t y between Vocal Music and Phy sical

E ducation found in t h e s e comparisons le n d s w e ig h t t o th e th e o ry
o f t h e i r r e l a t i o n s h i p in th e e lem en ta ry c u rric u lu m p u t f o r t h
e a r l i e r in t h i s c h a p t e r .
Guidance C o un selin g and s t a t e a id produced a n o n - s i g n i f i c a n t
r e l a t i o n s h i p as Table 4 .2 0 i n d i c a t e s .

86
Table 4.17
CROSS TABULATIONS:

STATE AID BY PRESENCE OF PROGRAM
In s tru m e n ta l Music

S t a t e Aid

Do n o t
Have a
Program

Have a
Program

Instrum ental
Music

59.6%
Receive
Formul a
S t a t e Aid

TOTALS

40.4%

177

120

297

68 . 8%
co

S t a t e Aid

VO
vo

41.0%

27.8%

CM

20 . 8 %
Do n o t
Receive
Formula
S t a t e Aid

CO
CO
CO

CM

135
31.3%
1 66.7%

TOTALS

267
61.8%

165
38.2%

432

100%

2

x = 1 .6 8 w ith one d e g re e o f freedom
Not s i g n i f i c a n t a t .05 le v e l

In s tru m e n ta l Music

Receive
Formula
S t a t e Aid
S t a t e AidOo not
Receive
Formula
S t a t e Aid

Have

D on 't Have

N- 177
Observed
41.0%
Expected
42.5%
N=
go

120
Observed
27.8%
Expected
26.3%

Observed
20 . 8 %
Expected
19.3%

N= 45
Observed
10.4%
Expected
12. 0%

Observed and Expected
Values by C e l l .
PHI =

.067

87
Table 4.18
CROSS TABULATIONS:

STATE AID BY PRESENCE OF PROGRAM
Drama

4.

S t a t e Aid
by Drama

Do n o t
Have a
Program

Have a
Program
0.7%

TOTALS

99.3%

Receive
Formula
S t a t e Aid

296

298
68 . 8 %

68.4%
S t a t e Aid
0 . 0%

31.2%

Do n o t
Receive
Formula
S t a t e Aid

CO

0 . 0%

135

135
31.2%

431
99.5%

433
100 %

100%

TOTALS
2

x = .04 w ith one d eg ree o f freedom
Not s i g n i f i c a n t a t t h e .05 le v e l

Drama
Have
N® 2
Receive
Formula
S t a t e Aid
S t a t e AidDo no t
Receive
Formula
S t a t e Aid

Observed
.5%
Expected
.3%
N=

0

Observed
0 . 0%
Expected
0 . 2%

D o n 't Have
N*

296

Observed
68.4%
Expected
68.5%
N= 135
Observed
31.2%
Expected
31.0%

Observed and Expected
Values by C e l l .
PHI =

.046

88
Table 4.19
CROSS TABULATIONS:

STATE AID BY PRESENCE OF PROGRAM

P h y sic al Education

5.

S t a t e Aid

Do n o t
Have a
Program

Have a
Program

TOTALS

f a i n

59.7%
Receive
Formula
S t a t e Aid

178

c\i

Do not
Receive
Formula
S t a t e Aid

120

(

cn

St-at-o Aid

40.3% |

u>

fee

41.1% 27.7%\

I 24.2%

a*
H
*

o•
o00

6.9 %i
a
o
CM

Pv

CO

105

1

77.8%

TOTALS

298
68.8%

30

135
31.2%

22.2% |

283
65.4%

150
34.6%

433
100%

2

x = 12.58 w ith one deg ree o f freedom
S i g n i f i c a n t a t t h e .05 le v e l

P h y sical Education

Receive
Formula
S t a t e Aid
S t a t e AidDo not
Receive
Formul a
S t a t e Aid

Have
N= 178

D on't Have
N= 120

Observed
41.1%
Expected
45.0%

Observed
27.7%
Expected
23.8%

N= 105
Observed
24.2%
Expected
20.4%

N=

30

Observed
6.9%
Expected
10 . 8%

Observed and Expected
Values by C e l l .
PHI =

.176

89
Table 4.20
CROSS TABULATIONS:

6.

STATE AID BY PRESENCE OF PROGRAM

Guidance Counseling

S t a t e Aid
by
Guidance
Counseling

Do no t
Have a
Program

Have a
Program
11.3%

Receive
Formula
S t a t e Aid

Aid

Do n o t
Receive
Formula
S t a t e Aid

88.7%

33

260

293
68.9%
**
n

o
•
o
Sfafe

TOTALS

<£>

(

7.8%

6 1.2% \

I

5.2%

25.9%y

•
o

»>•*

%

O•

o

22

16.7%

TOTALS

a*
r*.•
<Tl
CVJ

110

132
31.1%

370
87.1%

425

83.3%

55
12.9%

100 %

2

x = 1.90 wi th one d eg ree o f freedom
Not s i g n i f i c a n t a t th e .05 le v e l

Guidance C ounseling
Have
N= 33
Receive
Formula
S t a t e Aid
S t a t e AidDo no t
Receive
Formula
S t a t e Aid

Observed
7.8%
Expected
8.9%
N=

22

Observed
5.2%
Expected
4.0%

D on 't Have
N= 260
Observed
61.2%
Expected
60.0%
N=

110

Observed
25.9%
Expected
27.1%

Observed and Expected
Values by C e l l .
PHI =

.075

90

Table 4.21 is provided as a summary o f the s i g n i f i c a n c e le v e ls
f o r th e 6 c ro s s t a b u l a t i o n s o f th e pre sen c e o f programming and
the f a c t o r o f formula s t a t e a i d .
Table 4.21
SUMMARY OF SIGNIFICANCE FOR CROSS TABULATION
OF STATE FORMULA AID AND THE PRESENCE OF PROGRAMS

S ta te
Formula
Aid

.0 0 0 0

.0004

.1953*

.8501*

.0004

. 1677*

♦Not s i g n i f i c a n t a t .05 le v e l
In o r d e r to i d e n t i f y where th e d i s t r i c t s f i t in terms o f t h e i r
s i z e and who g e ts s t a t e a i d , a c ro s s t a b u l a t i o n was run between
th e s e two f a c t o r s .

The r e s u l t s , r e p o r te d in Table 4 .2 2 , i n d i c a t e

a n o n - s i g n i f i c a n t r e l a t i o n s h i p b u t pro v ide some c l a r i f i c a t i o n
in terms o f th e number o f d i s t r i c t s r e p o r t i n g s t a t e a id in th e
4 groupings used in Table 4 .1 3 .
In an e f f o r t to e s t a b l i s h any r e l a t i o n s h i p s between th e
p re sen c e o f programming p a t t e r n s in th e d i s t r i c t s , c ro s s t a b u l a t i o n s
were run f o r th e v a r i a b l e s o f A r t , Vocal Music, In s tru m e n ta l
Music, P h y sical E ducation and Guidance C ou nseling .
through 4 .3 3 r e f l e c t th o s e f i n d i n g s .

Tables 4 .2 3

91

Table 4.22
COMPARISON OF DISTRICT ENROLLMENT
SIZE AND FORMULA AID STATUS
D i s t r i c t S iz e According To Elementary Enrollm ent

Group 1

Group 2

Group 3

Group 4

33
to
999

1000

2000

to
1999

to
3999

4000
to
93,844

N=252

N=105

N=49

N=27

75

37

15

71.4%

75.5%

N

171

COL %

67.9%

D istric ts
R eceiving
Formula
j Ld v6
Aid

D istric ts
Not
R eceiving
Formula
S ta te
Aid

2

N

81

COL %

32.1%

x = 2.67 w ith 3 degrees o f freedom
S ig n i f ic a n c e = .2984
Not s i g n i f i c a n t a t .05 le v e l

30

12

28.6%

24.5%

55.6%

12

44.4%

92

As w ith th e p re v io u s 2 x 2

c ro s s t a b u l a t i o n , th e form at used

in th e t a b l e s i s o f a s p e c i a l d e sig n to in c lu d e a l l o f th e d a ta
in a v i s u a l l y i n t e l l i g i b l e way.

The x 2 v a lu es and th e observed

and expected v a lu es f o r each c e l l a r e a l s o pro vid ed along w ith
th e PHI v a lu e t o i n d i c a t e th e ro b u s tn e s s o f th e r e l a t i o n s h i p .
A summary o f th e s i g n i f i c a n c e l e v e l s i s found in Table 4 .3 3 .
Table 4.2 3 i n d i c a t e s th e r e l a t i o n s h i p o f A rt programs to
Vocal Music Programs.

The x 2 o f 108.52 w ith one degree o f freedom,

(N = 432) produced an e x tre m e ly high s i g n i f i c a n c e o f 0 (beyond
.0 0 0 0 ).

The PHI v a lu e o f .506 showed a s t r e n g t h o f r e l a t i o n s h i p

t h a t was exceded o n ly by Vocal Music and P h y sical E du catio n.
When th e p re s e n c e o f A rt programs was compared t o th e p resence
o f In stru m e n ta l Music programs in Table 4 .2 4 , th e r e l a t i o n s h i p
was ag ain s i g n i f i c a n t though la c k in g th e s t r e n g t h o f th e prev io u s
com parison.

The x 2 v a lu e was 20.82 w ith one degree o f freedom

(N = 432) and y i e l d e d a s i g n i f i c a n c e o f .0000.

A PHI o f .224

showed a f a i r l y s tr o n g r e l a t i o n s h i p between th e s e two f a c t o r s .
A rt was a l s o s i g n i f i c a n t l y r e l a t e d to t h e p re sen c e o f Physical
Education programs as shown in Table 4 .2 5 .

The x 2 v a lu e was

96.87 w ith one d e g re e o f freedom , (N = 4 3 3 ), and th e s i g n i f i c a n c e
was .0000.

The PHI v a lu e was th e t h i r d h i g h e s t o f th e 10 compar­

is o n s a t .478.
Guidance C ounseling and A rt programs a r e r e p o r te d in Table
4 .2 6 .

The x 2 v a lu e was 4 .21 w ith one deg ree o f freedom , (N = 42 5),

93
Table 4.23
CROSS TABULATION BY PROGRAM
ACCORDING TO DISTRICT COUNT
Vocal Music
1.

A rt by
Vocal Music

Do n o t
Have a
Program

Have a
Program
92.5%

Have a
Program

7.5%

161

13

a*
•

ART

t"*•

/3 7 .3 %

3 .0 % \

00

>8

I 25.5%

34,3% I

>8

110

o>
H
CT>

148

42.6%

TOTALS

174
(40.3%)

<x>
m
ID•
c
Do n o t
Have a
Program

TOTALS

258
(59.7%)

57.4%

271
(62.7%)

161
(37.3%)

432
( 100 %)

x = 108.52 w ith 1 d eg ree o f freedom
S i g n i f i c a n t a t th e .05 le v e l

Vocal Music

Have

Have
N= 161

D on't Have
N= 13

Observed
37.3%
Expected
25.3%

Observed
3.0%
Expected
15.0%

N= 110
D on't
Have

Observed
25.5%
Expected
37.4%

N- 148
Observed
34.3%
Expected
22.3%

Observed and Expected
Values by C e l l .
PHI =

.506

94
Table 4.24
CROSS TABULATION BY PROGRAM
ACCORDING TO DISTRICT COUNT
In s tru m e n ta l Music
Instrum ental
Music

Do no t
Have a
Program

Have a
Program

TOTALS

75.1%
Have a
Program

130

00

173
(40.0%)
30.1!

10 . 0 %

31.7!

28.2%

ART
<s*

CO

Do n o t
Have a
Program

V
O

CM

cr>

137

122

259

(60.0%)
52.9%

47.1%

TOTALS

432
( 100 %)

x 2 = 20.82 w ith 1 d e g re e o f freedom
S i g n i f i c a n t a t th e .05 le v e l

In s tru m e n ta l Music

Have

Don' t
Have

Have

D o n't Have

N= 130

N= 43

Observed
30.1%
Expected
24.7%

Observed
10.0%
Expected
15.3%

N= 137
Observed
31.7%
Expected
37.1%

k= 122
Observed
28.2%
Expected
22.9%

Observed and Expected
Values by C e l l .
PHI = .224

95
Table 4.25
CROSS TABULATION BY PROGRAM
ACCORDING TO DISTRICT COUNT
P h y sic a l Education
P h y sic al
Education

Do n o t
Have a
Program

Have a
Program
93.1%

TOTALS

6.9%

162

Have a
Program

174
(40.2%)

Csl

in

ART

oo
27.9% 31.9%

Do n o t
Have a
Program

121

138
[46.7%

259
(59.8%)

53.3%

TOTALS

150
(34.6%)

(

433
100%)

2

X = 9 6 . 8 7 w ith 1 deg ree o f freedom
S i g n i f i c a n t a t th e .05 le v e l

P h y s ic a l Education
Have

Have

D on't
Have

N= 162

D o n 't Have
N= 12

Observed
37.4%
Expected
26.3%

Observed
2 . 8%
Expected
13.9%

N= 121

N= 138

Observed
27.9%
Expected
39.1%

Observed
31.9%
Expected
20.7%

Observed and Expected
Values by C e l l .
PHI =

.478

96
Table 4.26
CROSS TABULATION BY PROGRAM
ACCORDING TO DISTRICT COUNT
Guidance C ounseling

4.

A rt by
Guidance
C ounseling

Do n o t
Have a
Program

Have a
Program

| 17.1%

141

170
(40.0%)
o

r*N.
•
CO

in

ART

82.9%

29

Have a
Program

TOTALS

/

6.8% 33.2%\

I

5.9% 54.1%

CO

J

•
00
CO

a

o

•
CM
VO

1o

Do n o t
Have a
Program

25

230

255
(60.0%)

9.8% 90.2% |

TOTALS

54
(12.7%)

371
(87.3%)

425
(100%)

2

x = 4 .2 1 w ith 1 d e g re e o f freedom
S i g n i f i c a n t a t th e .05 le v e l

Guidance C ounseling

Have

ART

Have
N= 29

D on 't Have
N= 141

Observed
6.8%
Expected

Observed

5.1%

34.9%

N=” Z5
D on't
Have

Observed

32.2%
Expected
230
Observed

5.9%

54.1%

Expected

Expected

7.6%

52.4%

Observed and Expected
Values by C e l l .
PHI =

.107

97

and th e r e l a t i o n s h i p was s i g n i f i c a n t w ith a .0402 le v e l c a l c u l a t e d .
As m ight be assumed, th e PHI v a lu e was lower a t .10 7 .
The f i f t h comparison was made between Vocal Music and
In s tru m e n ta l Music and i s p ro v id e d in Table 4 .2 7 .
X2

The v a lu e f o r

was 12.44 w ith one d e g re e o f freedom (N = 4 3 5 ) , which produced

a s i g n i f i c a n c e o f .0004.

A PHI o f .174 was produced.

The r e l a t i o n s h i p between Vocal Music and P h y sic al E d u c a tio n ,
r e p o r te d in Table 4 . 2 8 , was th e s t r o n g e s t o f th e 10 re c o rd e d .
The x 2 v a lu e was 128.59 w ith one d e g re e o f freedom , (N = 4 3 6 ),
and th e s i g n i f i c a n c e was 0 (beyond .0 0 0 0 ).

The PHI v a lu e o f

.548 a g a in adds c re d e n c e to th e s p e c u l a t i o n c o n c e rn in g th e
r e l a t i o n s h i p o f th e s e programs t o a s c h e d u lin g p a t t e r n t h a t i s
used as a " b e s t f i t " f o r classro o m t e a c h e r ' s b reak tim e .
The sev e n th comparison was made between Vocal Music and
Guidance C ounseling and i s r e p o r te d in Table 4 .2 9 .

The x 2 v alu e

was 11.36 w ith one degree o f freedom , (N = 4 2 8 ) , and th e
s i g n i f i c a n c e was .0008.

The r e l a t i o n s h i p was s i g n i f i c a n t and th e

PHI was .170.
In s tru m e n ta l Music and P h y sic al E d u c a tio n , as shown in
Table 4 . 3 0 , p ro v id e d y e t a n o th e r s i g n i f i c a n t r e l a t i o n s h i p .

The

v a lu e f o r x 2 was 20.81 w ith one d e g re e o f freedom , (N = 4 3 6 ),
y i e l d i n g a s i g n i f i c a n c e o f .0000.

PHI was .223.

In s tru m e n ta l Music and Guidance C ounseling was th e o nly
n o n - s i g n i f i c a n t r e l a t i o n s h i p found in t h i s s e t o f com parisons.

98
Table 4.27
CROSS TABULATION BY PROGRAM
ACCORDING TO DISTRICT COUNT
I n s tru m e n ta l Music
5.

Vocal Music

Do n o t
Have a
Program

Have a
Program

In s tru m e n ts
Music

68.4%

TOTALS

31.6%

186

Have a
Program

272
(62.5%)
CO

VOCAL
MUSIC

42.8!

19.8%

V
O

1 9 . IS 18.4%

CTl

in
CM
00

CO

Do n o t
Have a
Program

163
(37.5%)
50.9%

TOTALS

49.1%

269
(61.8%)

435
( 100 %)

2

X = 1 2 . 4 4 w ith 1 d e g re e o f freedom
S i g n i f i c a n t a t th e .05 le v e l

In s tru m e n ta l Music

Have
VOCAL
MUSIC

Have

D o n 't Have

N= 186

N= 86
Observed
19.8%
Expected
23.9%

Observed
42.8%
Expected
38.6%
N=

Don't
Have

83

Observed
19.1%
Expected
23.2%

N= 80
Observed
18.4%
Expected
14.3%

Observed and Expected
Values by C e l l .
PHI = .174

99
Table 4.28
CROSS TABULATION BY PROGRAM
ACCORDING TO DISTRICT COUNT
P h y sic al Education
6.

Vocal Music

Do not
Have a
Program

Have a
Program

Physical
Education

TOTALS

85.7%
Have a
Program

234

273
(62.6%)

00

VOCAL
MUSIC

53.7! 26.0%

00

V
O

CM

11.92 25.5%

CM

Do n o t
Have a
Program

111

TOTALS

150
(34.4%)

163
(37.4%)

436
( 100%)

2

x = 128.59 w ith 1 d eg ree o f freedom
S i g n i f i c a n t a t th e .05 le v e l

P h y sic a l E ducation
Have

Have
VOCAL
MUSIC

N= 234

D o n 't Have
N= 39

Observed
53.7%
Expected
41.1%

Observed
8.9%
Expected
21.5%

N=

Don't
Have

52

Observed
11.9%
Expected
24.5%

N=

in

Observed
25.5%
Expected
12.9%

Observed and Expected
Values by C e l l .
PHI = .548

100
Table 4.29
CROSS TABULATION BY PROGRAM
ACCORDING TO DISTRICT COUNT
Guidance C ounseling
7.

Vocal Music
by
Guidance
C ounseling

Do no t
Have a
Program

Have a
Program

Have a
Program

TOTALS

220

266
(62.1%)

ID

VOCAL
MUSIC

C
D

10.7:

00

51.4%

cr>
in

35.1%
V
O

Do n o t
Have a
Program

153

162
(37.9%)

5.63

TOTALS

373
(87.1%)

(12.9%)
x = 1 1 . 3 6 w ith 1 d e g re e o f freedom
S i g n i f i c a n t a t th e .05 le v e l

Guidance C ounseling

Have
VOCAL
MUSIC
Don't
Have

Have
N= 46

D o n't Have
N= 220

Observed
10.7%
Expected
8 . 0%
N= g

Observed
51.4%
Expected
54.1%

Observed
2 . 1%

Expected
4.9%

*1= 153
Observed
35.7%
Expected
33.0%

Observed and Expected
Values by C e l l .
PHI =

.170

101
Table 4.30
CROSS TABULATION BY PROGRAM
ACCORDING TO DISTRICT COUNT
P hy sical Education
8.

Instrum ental
Music by
P h y sic al
Education

Do n o t
Have a
Program

Have a
Program
73.7%

INSTRUMENTAL
MUSIC

26.3%

199

Have a
Program

71

270
(61.9%)

o•

00
•
CT>
lO

/

45.63 1 6.3% \

I

19.73 18.3% /

CM
•
O
CO

Do n o t
Have a
Program

TOTALS

**

o

•
co
m

80

86

166
(38.1%)

51.83 48.2% |

285
(65.4%)

TOTALS

151
(.34.6%)

436
( 100 %)

X = 2 0 . 8 1 w ith 1 d eg ree o f freedom
S i g n i f i c a n t a t th e .05 le v e l

P h y sic a l Education

Have
INSTRUMENTAL
MUSIC
----Don't
Have

Have
N* 199

D on 't Have
N= 71

Observed
45.6%
Expected
40.5%

Observed
16.3%
Expected
21.4%

N-

86

Observed
19.7%
Expected
24.9%

N=

80

Observed
18.3%
Expected
13.2%

Observed and Expected
Values by C e l l .
PHI = .223

102
Table 4.31
CROSS TABULATION BY PROGRAM
ACCORDING TO DISTRICT COUNT
Guidance Counseli ng
9.

Instrum ental
Music by
Guidance
C ounseling

Do n o t
Have a
Program

Have a
Program
15.5%

INSTRUMENTAL
MUSIC

84.5%

41

Have a
Program

223

«m

(

9.6%

5 2 .1 % \

I

3.3%

35.0%

cr>
in

)

CM
•
O

•

in

CM

14

150

8.5%

164
(38.3% )

91.5%

55
(1 2 .9 % )

TOTALS

264
(61.7% )

00•

in

Do n o t
Have a
Program

TOTALS

373
(.87.1% )

428
(100%)

2

x = 3.8 2 w ith 1 d e g re e o f freedom
Not s i g n i f i c a n t a t th e .05 le v e l

Guidance C ounseling

Have
INSTRUMENTAL
MUSIC
Don't
Have

Have
N= 41

D o n 't Have
N= 223

Observed
9.6%
Expected
8 . 0%

Observed
52.1%
Expected
53.7%

N=

14

N= 150

Observed
3.3%
Expected
4.9%

Observed
35.0%
Expected
33.4%

Observed and Expected
Values by C e l l .
PHI =

.102

103

The x 2 v a lu e was 3 .82 w ith one deg ree o f freedom , (N = 4 2 8 ),
and th e s i g n i f i c a n c e was o n ly .0008 beyond th e a s e t a t .05* o r
.0508.

PHI was c a l c u l a t e d a t . 1 0 2 . '

The f i n a l c r o s s t a b u l a t i o n was between P h y sic al Education
and Guidance C ounseling in Table 4 .3 2 .
s i g n i f i c a n t u sin g th e g iven a l e v e l .

The r e l a t i o n s h i p was
The x 2 v a lu e was 4 .3 0 w ith

one d eg ree o f freedom , (N = 4 2 9 ), and th e s i g n i f i c a n c e was .0381.
The v a lu e f o r PHI was .107.
Table 4 .3 3 i s a summary o f th e s i g n i f i c a n c e o f th e 10
com p ariso ns.

Guidance C ounseling and In s tru m e n ta l Music provided

th e only non s i g n i f i c a n t r e l a t i o n s h i p .

Guidance C ounseling was

a l s o th e o n ly program t h a t r e g i s t e r e d c o n s i s t e n t

v a lu e s

beyond th e .0004 range t h e r e f o r e showing a weaker r e l a t i o n s h i p .
From th e com parisons made, t h e r e i s an a lm o st c o n s i s t e n t l y
high r e l a t i o n s h i p among s p e c i a l i s t d i r e c t e d programs in M ich ig an 's
p u b lic e le m e n ta ry s c h o o l s .

T hat i s t o say t h a t th e s e in d iv id u a l

programs a r e u s u a l l y found in th e p re s e n c e o f o t h e r s p e c i a l i s t
d i r e c t e d program s.

Schools w ith programs te n d to have o t h e r

programs a t th e given in c id e n c e whereas th e s c h o o ls l i s t e d in th e
f o u r th c e l l o f th e c r o s s t a b u l a t i o n s a r e p ro bably th e s c h o o ls
w ith c o n s i s t e n t l y no program o f f e r i n g s a t a l l .
S e c tio n V III o f th e surv ey in s tru m e n t a sk s g e n e ra l q u e s tio n s
abo ut th e changes in programming l e v e l s o v e r a f i v e y e a r p e r io d ,

104
Table 4.32
CROSS TABULATION BY PROGRAM
ACCORDING TO DISTRICT COUNT
Guidance C ounseling
10.

P h y s ic a l
Education
by Guidanct
C ounseling

Do n o t
Have a
Program

Have a
Program
15.5%

84.5%
235

Have a
Program
OJ
PHYSICAL
EDUCATION,

TOTALS

00

CO

278
(64.8%)
CO

10 . 0 % 54.8%

CM
CO

2 . 8 % 32.4%
CM

CM

CO

Do n o t
Have a
Program

139

7.9%

151
(35.2%)

92.1%

374
(87.2%)

TOTALS

429
( 100%)

2

X = 4 .3 0 w ith 1 deg ree o f freedom
S i g n i f i c a n t a t th e .05 le v e l

Guidance C ounseling

Have
PHYSICAL
EDUCATION
Don't
Have

Have
N= 43

D o n 't Have
N= 235

Observed
10 . 0 %
Expected
8.3%

Observed
54.8%
Expected
56.5%

N= 12

N= 139

Observed
2 . 8%
Expected
4.5%

Observed
32.4%
Expected
30.7%

Observed and Expected
Values by C e l l .
PHI = .107

105
Table 4.3 3
SUMMARY OF SIGNIFICANCE FOR
CROSS TABULATIONS OF PROGRAM OFFERINGS

ART

VOCAL
MUSIC

INSTRUMEN­
TAL MUSIC

PHYSICAL
EDUCATION

ART

------

VOCAL
MUSIC

.0 0 0 0

------

INSTRUMENTAL
MUSIC

.0 0 0 0

.0004

------

PHYSICAL
EDUCATION

.0 0 0 0

.0 0 0 0

.0 0 0 0

------

GUIDANCE '
COUNSELING

.0402

.0008

.0508*

.0381

* n o t s i g n i f i c a n t a t th e .05 le v e l

GUIDANCE
COUNSELING

------

106

p e r c e p tio n s ab ou t th e re a so n s f o r change, and some f o r e c a s t s about
th e f u t u r e o f th e programming.

The re sp o n d en ts were asked to

p ro v id e t h e i r knowledge o f th e h i s t o r y o f th e changes and t h e i r
o p in io n s a b o ut them.

The r e s u l t s a r e pro v ided in T ables 4.3 4

through 4 .3 9 .
Data f o r th e t a b l e s a re p r e s e n te d in f r e q u e n c ie s o f resp o n ses
and r e p o r te d in th e number and p e rc e n ta g e o f th e re s p o n se .
Table 4 .3 4 a l s o s u p p l i e s th e p e rc e n ta g e s in terms o f th e t o t a l
number o f re sp o n d en ts in th e survey (437) which i s la b e le d as
th e r e l a t i v e fre q u e n c y , and th e p e r c e n t o f th o s e a c t u a l l y r e s ­
ponding to th e q u e s tio n which i s la b e le d as th e a d ju s t e d
fre q u e n c y .

Because t h e r e was no s p e c i f i c o p p o r tu n ity provided

t o i n d i c a t e a s t a t i c o r no-change c o n d i t i o n , i t i s assumed t h a t
th e la c k o f re sp o n se i n d i c a t e s t h a t c o n d i t i o n .
1.

P le a se i n d i c a t e i f any o f th e fo llo w in g elem en ta ry
programs have e i t h e r grown, been c u t-b a c k o r
e lim in a te d in y o u r d i s t r i c t o v e r th e l a s t 5 y e a r s .

Table 4 .3 4 p r e s e n ts th e d a ta from Q uestio n 1.
According to th e r e s p o n s e s , 230 (52.7%) do n o t r e p o r t
changes in programming in A r t.

T h i r t y f o u r d i s t r i c t s o r 7.8%

o f th e t o t a l sample r e p o r t gro w th , 58 d i s t r i c t s (13.3%) r e p o r t
c u ts in program s, and 115 (26.3%) r e p o r t th e com plete l o s s o f
A rt from th e e lem en ta ry l e v e l .

107
Table 4.34
Frequencies o f Responses f o r Q uestion 1 in S e c tio n VIII
1.

P le a s e i n d i c a t e i f any o f th e fo llo w in g elem en ta ry programs have
e i t h e r grown, been c u t - b a c k , o r e lim in a te d in yo u r d i s t r i c t o ver
th e l a s t 5 y e a r s .

ART

N
REL.FREQ.*

VOCAL
MUSIC

INSTRUMENTAL
MUSIC

Growth

Cut
Back

E lim i­
n ated

S ta tic
o r no
Response

T o ta ls

34

58

115

230

437

7.8*

13.3*

26.3*

ADJ.FREQ.% 16.4*

28.0*

55.6*

N

93

40

PHYSICAL
EDUCATION

GUIDANCE
COUNSELING

100*
192

437

21.3*
38.0*

25.6*
45.7*

N

69

65

277

437

15.8*

14.9*

63.4*

100*

40.6*

------

REL.FREQ.*

N
_REL.FREQ.*
ADJ.FREQ.*

DANCE

(100)*

REL.FREQ.*
9 .2 *
ADJ.FREQ.% 16.3*
26
5 .9 *

ADJ.FREQ.% 16.2*
DRAMA

112

52.7*

5
1.1*
31.3*

43.1*
2
.5*
12.5*

N

1

1

REL.FREQ.*
ADJ.FREQ.*

.2*
9 .1 *

.2*
9.1 *

N

37

98

9
2 .1 *
56.3*
9
2.1 *
81.8*
100

43.9*

421
96.3*
------

426
97.5*

100*
100*

(100)*
437
100*
(100)*
437

------

100*
100*

202

437

REL.FREQ.*

8 .5 *

2 2.4*

22.9*

ADJ.FREQ.*

15.7*

41.7*

42.5*

------

N

18

24

52

343

REL.FREQ.*
ADJ.FREQ.*

4.1*
19.1*

5.5*
25.5*

11.9*
55.3*

------

46.3*

78.5*

(100)*
(100)*
437
100*
(100)*

REL.FREQ* = * o f t o t a l N
ADJ.FREQ.* = * o f (N minus s t a t i c o r no r e s p o n s e ) , o r re s p o n d e n ts o n ly .

108

Vocal Music saw a 9.221 o r 40 d i s t r i c t growth in programs
o v er th e p a s t f i v e y e a r s , b u t a l s o s u f f e r e d a 21.3% (93 d i s t r i c t s )
c u t-b a ck in programs and saw 112 programs (25.6%) e lim in a te d in
Michigan.
In stru m e n ta l Music programs grew in 26 d i s t r i c t s (5.9% ),
b u t were c u t-b a c k in 69 (15.8%) and e lim in a te d in 65 (14.9%).
Drama programs were in c re a s e d in 5 d i s t r i c t s (1.1% ), c u t ­
back in 2 (.5%) and vanished in 9 (2.1%).
Dance programs were in c re a s e d in only one d i s t r i c t , c u t ­
back in 1 and e lim in a te d in 9.
Phy sical Education saw in c r e a s e s in 37 d i s t r i c t s (8.5%)
p a r t i a l lo s s e s in 98 (.22.4%) and th e e lim in a tio n o f programs in
100 d i s t r i c t s (22.9%).
Guidance C ounseling programs grew in 18 d i s t r i c t s (4.1%)
b u t were c u t back in 24 (5.5%) and e lim in a te d in 52 (11.9%).
When compared t o Kenney's stu d y in 1977, th e f i g u r e s seem
to be in agreement a f t e r making ad ju stm en ts f o r th e growth and
d e c li n e o v e r th e 6 y e a r p e rio d t h a t s e p a r a te s th e two s t u d i e s .
Minor d i f f e r e n c e s a re p a r t i a l l y e x p la in a b le by th e f a c t t h a t
th e q u e s tio n assumed, though i t did no t e x p l i c i t l y s p e c i f y , t h a t
th e programs r e p o rte d should be d i r e c t e d by a s p e c i a l i s t in th e
p a r t i c u l a r a re a s in q u e s ti o n .
The second q u e s tio n asked o f th e re sp on den ts in S e c tio n VIII
was:

109

2.

I f programs have grown in th e l a s t 5 y e a r s , what
can you i d e n t i f y as th e major f a c t o r s in t h e i r growth?

The re s p o n d e n ts were asked t o rank o r d e r t h e i r answers
a c c o rd in g to im p o rtan c e .
e q u ally .

Many chose to rank d i f f e r e n t re s p o n se s

T ab le 4 .3 5 r e p r e s e n t s th e r e s u l t s o f th e f in d i n g s

r e p o r te d by freq u e n cy o f re s p o n s e .

The median re sp o n se i s a l s o

p ro v id e d .
The q u e s ti o n o f f e r e d 7 p o s s i b l e e x p la n a tio n s t o choose from
and p ro v id e d 2 b lank s p a c e s f o r a d d i t i o n a l o n e s.

E x p lan a tio n s

added t o th e su rv ey form a r e prov id ed a t th e end o f th e d e s c r i p t i o n
of th is ta b le .
A d m in is tr a tiv e l e a d e r s h i p r e c e iv e d th e most re sp o n se s as w ell
a s th e g r e a t e s t number o f p r i o r t y one r a n k in g s , 59 and 28 r e s p e c ­
tiv e ly .

The second most o f t e n marked re a so n was good communication,

t o and from th e program w ith numbers o f 47 and 20 r e s p e c t i v e l y .
A c l o s e t h i r d re a so n was t h a t th e program i s seen as p a r t o f th e
b a s ic c u rric u lu m in t h a t d i s t r i c t , a cc u m ulating 46 t o t a l re s p o n se s
w ith 20 b e in g marked as a f i r s t c h o ic e .
The n e x t f o u r ra n k in g s in c lu d e d :

th e " d i s t r i c t was f i n a n c i a l l y

sound" w ith t o t a l s o f 41 and 18, " s tro n g program s t a f f "

w ith

t o t a l s o f 37 and 11, " s t r o n g p a r e n t adv ocacy ", 35 and 14, and
"good i n t e g r a t i o n o f th e program to th e system" r e c e i v i n g 25
t o t a l re s p o n s e s and 5 f i r s t r a n k in g s .
d e t a i l e d breakdowns.

The t a b l e p ro v id e s th e

Table 4.35
F req u en cies o f Responses f o r Q uestion 2 In S e c tio n VIII
2.

I f programs have grown in th e l a s t 5 y e a r s , what can you i d e n t i f y
a s th e m ajor f a c t o r s in t h e i r grow th.

P r i o r i t y Ranking
P o s s ib le Responses
Good communication
between th e p ro ­
gram, s t a f f , p a re n t
a d m i n i s t r a t o r s and
community.
Median. 1 .8 5 0
Program i s i n t e ­
g r a te d w ith o t h e r
s u b j e c t m a tte r
and s t a f f .
Median, 5.583
Stro n g p a r e n t
advocacy.
Median, 2.600

N
»

1

2

3

4

5

6

20

10

8

4

3

2

47

4.3%

10Q%

% 42.635 21T3% 17.0%
N

5

% 20.0% 20.0%

N

14

% 40.0%
Program i s seen as
p a r t o f th e b a s ic
c u rric u lu m .
Median, 2.1
Stron g program
sta ff.
Median, 2.438

5

N

20

3

4.0%

5

8.6% 14.3%
5

5

1

N

11

8

N

18

6

3

2

N

28

19

% 47.5% 32.2%

5

9

4

6

6

1

T ot.

25

4.0% 100%

2

35

5.7% 100%

1

8.7%

2.2%

6

3

37

8.1%

100%

2

4

41

4.9%

9.8%

100%

5

2

1

3

8.5%

3.4%

1.7%

5.1%

2

46

4

8.1% 16.2% 16.2%
5

6

5.7% 14.3% 11.4%

% 43.9% 14.6% 12.2% 14.6%
A d m in is tr a tiv e
le a d e rsh ip .
Median, 1.579

6

4.0% 24.0% 24.0%

% 43.5% 10.9% 10.9%. 19.6%

% 29.7% 21.6%
D i s tr ic t is
fin a n c ially
sound.
Median, 1.917

1

8.5%

7

4.3% 100%

1

59

1.7% 100%

Ill

O ther re a so n s added t o th e form i n o r d e r o f p r i o r i t y were:
1.

C o n tra c tu a l o r Union c o n s i d e r a t i o n s (5)

2.

P rovides break tim e f o r classro o m t e a c h e r s (4)

3.

Personnel a v a i l a b l e f o r assign m en t (1)

4.

S tro ng s t a f f advocacy (1)

5.

C hap ter I funds (1)

6.

S tu d e n t need (1)

7.

Opened new b u i l d i n g (1)

This q u e s ti o n p ro v ided some e x p la n a tio n o f why programs have
grown.

Though a l l th e s p e c i f i c programs were grouped under th e

g e n eral head ing o f "programs'1 th e re a so n s f o r t h e growth o f one
would be e q u a ll y a p p r o p r i a t e f o r any.

As w ith a l l o f th e p e rc e p ­

t i o n s l i s t e d h e r e , th e r e a d e r i s reminded t h a t th e s o u rc e (elem en­
t a r y p r i n c i p a l s ) should be c o n sid e re d when e v a l u a t i n g th e re s p o n s e s .
The t h i r d q u e s tio n was th e a n t i t h e s i s o f th e second:
3.

I f programs have e i t h e r been c u t back o r e lim in a te d
in th e l a s t 5 y e a r s , which com bination o f th e
fo llo w in g might b e s t d e s c r i b e y o u r d i s t r i c t ' s
r a t i o n a l e f o r d e c i d i n g to c u t o r e l i m i n a t e .

Again th e re s p o n d e n ts were asked t o rank o r d e r t h e i r re s p o n s e s .
Table 4 .3 6 i n d i c a t e s th e re sp o n se p a t t e r n s f o r Q uestion 3
o f S e c tio n V I I I .
The overwhelming c h o ic e o f th e p r i n c i p a l s f o r t h i s q u e s tio n
was th e reaso n o f "budget c u t s " .

With a t o t a l re sp o n se r a t e o f

282, 97.9% o r 276 o f which were marked number o n e , t h e r e can be
l i t t l e cause to s u s p e c t any o th e r re a so n f o r th e d e c li n e o r
e l i m i n a t i o n o f programs a c c o rd in g t o th e e lem en ta ry p r i n c i p a l s .

112
Table 4.36
F requ en cies o f Responses f o r O uestion 3 in S e c tio n VIII
3.

I f programs have e i t h e r been c u t-b a c k o r e lim in a te d in th e l a s t
5 y e a rs* which com bination o f th e fo llo w in g might b e s t d e s c r ib e
yo u r d i s t r i c t ' s r a t i o n a l e f o r d e c id in g to c u t o r e l i m i n a t e .

P r i o r i t y Ranking

P o s s ib le Responses
Area n o t e s s e n t i a l
to b a s ic s c u rric u lu m .
Median* 2.286

N

1

2

3

4

5

6

TOT.

7

35

13

3

4

7

69

% 10.1% 50.7% 18.8%
Lack o f d i s t r i c t
commitment t o program.
Median, 2.452

N
%

Budget c u t s .
Median, 1.011

Lack o f community
commitment t o program.
Median, 2.577

7

31

28

9.6% 42.5% 38.4%

N 276

4

% 97.9%

1.4%

N

20

10

4.3%

N
%

Lack o f l e a d e r s h i p c o o r d in a tio n f o r
th e program.
Median, 5.000

3

10

3

73

5.5%

4.1%

100%

1

1

282

.4%

.4%

100%

13

12

5

14

5

2

62

8.1%

3.2%

100%

7

7.1% 23.8% 11.9% 33.3% 16.7%

N

3

%

9.4%

100%

4

% 16.1% 32.3% 21.0% 19.4%
Program d id not
communicate i t s
re a so n s f o r e x i s t i n g .
Median, 3.714

5.8% 10.1%

4

5

8

3

42

7.1%

100%

12'

12.5% 15.6% 25.0% 37.5%

32
100%

113

But below t h a t reaso n l i e s th e s p e c t o r o f p r i o r i t i e s t o be d i s ­
cussed in th e f i n a l c h a p te r o f t h i s s tu d y .
The secondary re sp o n se s begin t o i d e n t i f y th e problem.
The second most marked reaso n was " la c k o f d i s t r i c t commitment
to program" which g a rn e red 7 f i r s t p r i o r i t y r e s p o n s e s , 31 sec o n d ,
28 t h i r d and 4 and 3 f o r fo u r th and f i f t h r e s p e c t i v e l y .

Close

behind was th e r a t i o n a l e s t a t i n g t h a t th e s e programs were "n o t
e s s e n t i a l t o th e b a s ic s cu rric u lu m " w ith 69 t o t a l r e s p o n s e s ;
7 f i r s t , 35 seco nd , 13 t h i r d and 3 , 4 , a n d . 7 f o r 4 th through 6th
p la c e .

The f o u r th most o f te n marked re sp o n se had a t o t a l o f 62

and a median o f 2.577 and d e a l t w ith a " la c k o f community commit­
ment to th e program".

The f i f t h reaso n o f "poor communications"

n e t t e d 42 re sp o n se s w ith a median o f 3 .7 1 4 , and th e l a s t reaso n
t h a t d e a l t w ith a la c k o f le a d e r s h i p and c o o r d in a tio n f o r th e
program r e c e iv e d 32 re s p o n se s w ith a median o f 5 .0 .
A d d itio n a l re s p o n se s added to th e form were:
1.

Loss o f e n ro llm e n t (7)

2.

Scheduling problems (2)

3.

Less than a f u l l o r p a r t tim e a ssig n m en t t o
w a rra n t m a in ta in in g th e program (2)

4.

Poor t e a c h e r t r a i n i n g (.1)

The f o u r th q u e s ti o n in S e c tio n V III asked a b ou t advocacy
e f f o r t s in th e fa c e o f p o s s i b l e c u t s :
4.

Assuming t h a t th e c u ts were made on a c u rric u lu m
p r i o r i t y b a s is a c c o rd in g t o some r a t i o n a l p l a n ,
was t h e r e an a tte m p t by program adv o ca te s to
p r e s e n t s i g n i f i c a n t , com pelling re a so n s f o r n o t
c u t t i n g o r e l i m i n a t i n g th e s e programs?

114

Table 4.3 7 I n d i c a t e s th e re sp o n se f r e q u e n c i e s .
The a b i l i t y t o a r t i c u l a t e a r a t i o n a l e c l e a r l y and f o r c e f u l l y
to m uster th e n e c e s s a ry f o r c e to m a in ta in programs in a s t a t e o f
budget c u t - b a c k s , i s an e s s e n t i a l s k i l l f o r a s p e c i a l i s t .
d a ta in t h i s t a b l e show an i n t e r e s t i n g p a t t e r n .

The

The o r d e r in g

o f th e p e rc e n ta g e s o f programs t h a t p u t f o r t h an e f f o r t to p r o t e s t
c u ts o r e l i m i n a t i o n , produces a program l i s t which approxim ates
th e l i s t f o r th e number o f programs in s c h o o ls .
P h y sic al E ducation which has th e h i g h e s t number o f programs
in th e s t a t e , a l s o seems to be th e most a c t i v e when i t comes
t o d e fend in g i t s e l f w ith a 67.3% f i g u r e f o r advocacy e f f o r t s .
In stru m e n ta l and Vocal Music a r e second and t h i r d w ith 65.5%
and 62.2% r e s p e c t i v e l y , fo llo w ed by Guidance C ounseling and A rt
w ith f i g u r e s o f 59.4% and 57.7% r e s p e c t i v e l y .

Drama and Dance

fo llo w th e le a d e r s w ith 12.5% and 8.7% r e s p e c t i v e l y .
All o f th e programs produced p o s i t i v e advocacy e f f o r t s o f
57% o r b e t t e r w ith th e e x c e p tio n o f Drama and Dance.
The f i f t h q u e s tio n asked re s p o n d e n ts :
5.

In y o u r o p i n i o n , what would i t ta k e t o have th e s e
programs in c lu d e d as a r e g u l a r p a r t o f th e
e lem en ta ry c u rric u lu m ?

The re s p o n d e n ts were asked t o rank o r d e r t h e i r re s p o n se s
which a r e p rov ided in T a b le 4 .3 8 .
Again th e p r i n c i p a l i n g r e d i e n t m issin g in most d i s t r i c t s
i s money.

A t o t a l o f 325 p r i n c i p a l s i n d i c a t e d t h a t "more money"

115
Table 4.37
F requ encies o f Responses f o r Q uestion 4 in S e c tio n V III
4.

Assuming t h a t th e c u t s were made on a c u rric u lu m p r i o r i t y b a s is
a c c o rd in g to some r a t i o n a l p l a n , was t h e r e an a tte m p t by program
a d v o c a te s to p r e s e n t s i g n i f i c a n t , c o m pellin g re a so n s f o r n o t
c u t t i n g o r e l i m i n a t i n g th e s e programs.
TOTAL
YES
NO
OF
RESPONSES

ART

VOCAL
MUSIC

N

90

66

156

%

57.7%

42.3%

100%

71

188

62.2%

37.8%

100%

76

40

116

65.5%

34.5%

100%

N
%

INSTRUMENTAL N

117

mii c-jr

%
N

3

21

24

DRAMA
%
• •

12.5%

87.5%

100%

N

2

21

*

8.7%

91.3%

100%

55

171
100%

23

DANCE

PHYSICAL
EDUCATION

GUIDANCE
COUNSELING

N

115

%

67.3%

32.2%

N

41

28

%

59.4%

40.5%

-69
100%

116

was th e most im p o rta n t f a c t o r w ith 282 o r 86.8% s a y in g i t was o f
th e f i r s t p r i o r i t y .

As a second r a t i n g i t r e c e iv e d 29 re sp o n se s

and gained 10 as a t h i r d p r i o r i t y .
The second most marked c a te g o ry fav o red a " s t a t e mandate"
w ith 148 t o t a l re sp o n se s broken down in th e fo llo w in g way:
f i r s t , 42 o r 28.4%;

sec o n d , 55 o r 37.2%;

t h i r d 21 o r 14.2%;

and 8 (5.4%) and 22 (14.9%) f o r 4 th and 5th r e s p e c t i v e l y .
" B e t t e r awareness and u n d e rs ta n d in g o f th e need f o r programs"
was a c l o s e t h i r d w ith 143 re sp o n se s and a median o f 2 .2 6 3 .
The f o u r th p o s i t i o n in terms o f r e s p o n s e , d e a l t w ith " b e t t e r
t r a i n i n g f o r th e classro o m te a c h e r to assume th e d e l i v e r y o f
programs" w ith 97 re sp o n se s and a median o f 3.750 fo llo w e d by th e
need f o r " b e t t e r i n t e g r a t i o n o f th e programs i n t o th e r e g u l a r
c u rric u lu m " w ith a re sp o n se r a t e o f 95 and a lower median o f
2 .2 6 3 .
A d d itio n a l re s p o n se s w r i t t e n in by th e re s p o n d e n ts in c lu d e d :
1.

More s t u d e n t demand

2.

More e q u i t a b l e funding from th e s t a t e

3.

More s tu d e n t s

4.

Longer school day

5.

P a re n t advocacy

6.

Need more sp ace

7.

Union d is c o n t in u e u sin g th e s p e c i a l program time
as a r e l e a s e tim e b a rg a in in g p lo y .

8.

P o s i t i v e media coverage

9.

S t a t e le v e l advocacy

Table 4 .3 8
F requ en cies o f Responses f o r Q uestion 5 in S e c tio n VIII
5.

In y o u r o p in io n , what would i t ta k e to have th e s e programs in c lu d e d
as a r e g u l a r p a r t o f th e c u rric u lu m ?

P r i o r i t y Rank

P o s s ib le re s p o n se s
B e t t e r u n d e rs ta n d in g
o r aw areness o f th e
N
need f o r th e s e programs
Median, 2.263

1

2

3

4

5

6

TOT.

28

57

39

14

5

-

143

% 19.6% 39.9% 27.3%
B etter in te g ra tio n o f
s p e c i a l i s t programs
i n t o t h e g e n e ra l
c u rric u lu m .
Median, 3.450

S t a t e mandate.
Median, 2.082

N

4

15

30

3.5%

-

100%

34

12

-

95

-

100%

-

148

-

100%

%

4.2% 15.8% 31.6% 35.8% 12.6%

N

42

55

21

% 28.4% 37.2% 14.2%
More com prehensive p r e ­
N
serv ice & in serv ice
t r a i n i n g f o r th e c l a s s ­
room t e a c h e r to assume
th e d e l i v e r y r e s p o n s i­
b i l i t y f o r th e s e
%
programs.
Median, 3.750
More money.
Median, 1.076

9.8%

7

16

86.8%

29

10

8.9%

3.1%

22

5.4% 14.9%

1

97

32%

1%

100%

3

1

-

325

.9%

.3%

-

100%

22

7.2% 20.6% 16.5% 22.7%

N 282
*

20

8

31

118

Table 4.39 reports data from the sixth question in Section V I I I :
6.

Based on th e p r e s e n t funding s t r u c t u r e f o r p u b lic
e d u c a tio n , i s i t l i k e l y t h a t y o u r d i s t r i c t w i l l be
a b le to s u p p o r t th e fo llo w in g s p e c i a l i s t d i r e c t e d
programs in th e f u t u r e ?

The re sp o n se s a r e s p e c u l a t i o n and f o r e c a s t i n g to be s u r e ,
b u t p ro v id e th e stu d y w ith a look i n t o th e f u t u r e from th e p e r ­
s p e c tiv e o f a group t h a t i s t y p i c a l l y knowledgeable a b o ut th e
p o l i t i c s and economics o f th e d i s t r i c t s in v o lv e d .
For th e a r e a s o f Dance and Drama, l i t t l e hope i s h e ld in
th e f u t u r e f o r th e s e as s e p a r a t e components o f th e elem en ta ry
c u rric u lu m .

Not l i k e l y , was th e re sp o n se f o r 97.0% o f th e

re sp o n d en ts f o r Dance and 95.7% f o r Drama.
Less pessimism i s eviden ced in o t h e r a r e a s , b u t o n ly in
d e g re e .

Of th e 303 re s p o n se s f o r A rt 34% o r 105 i n d i c a t e d t h a t

th e y would l i k e l y have a program in th e n e x t te n y e a r s , 4.0%
o r 12 i n d i c a t e d i t would ta k e tw enty y e a r s and 61.4% o f th o se
resp on din g s a i d t h a t A rt programs w e r e n 't l i k e l y in t h e i r
d i s t r i c t s in th e f u t u r e .
With 287 p r i n c i p a l s re s p o n d in g , 45.6% f e l t t h a t Vocal Music
would l i k e l y be a p a r t o f t h e i r school in th e n e x t te n y e a r s ,
4.2% s a i d i t might ta k e tw enty y e a r s , and 50.2% s a i d i t w a s n 't
l i k e l y t h a t th e y could s u p p o rt a program in th e f u t u r e .
In s tru m e n ta l Music was r e p o r te d as a l i k e l y p a r t o f th e
c u rric u lu m w ith in 10 y e a r s by 38.7% o f th e 235 re s p o n d e n ts .
Only 3.0% saw t h a t happening in tw enty y e a r s and 58.3% f e l t i t
w a s n 't l i k e l y t o happen a t a l l .

119
Table 4.39
F req u en cies o f Responses f o r Q uestion 6 in S e c tio n V III
6.

Based on th e p r e s e n t fu n d in g s t r u c t u r e f o r p u b lic e d u c a tio n , i s
i t l i k e l y t h a t y o u r d i s t r i c t w i l l be a b le t o s u p p o rt t h e fo llo w in g
s p e c i a l i s t d i r e c t e d programs in th e f u t u r e ?
Li kely
w ith in
10 y e a r s
N

105

L ik e ly
w ith in
20 y e a r s
12

Not
lik e ly

T otal
of
re s p o n se s

186

303

ART
%

VOCAL

N

34.7%

131

4.0%

12

61.4%

144

100%

287

MUM I

%

45.6%

4.2%

N

91

7

%

38.7%

3.0%

50.2%
137

100%
235

INSTRUMENTAL
MUSIC

N

5

5

%

2.2%

2.2%

N

0

%

1.3%

58.3%
221

100%
231

DRAMA

4

T

95.7%
223

100%
OO 0

L JV

DANCE

N

139

1.7%
11

97.0%
133

100%
283

PHYSICAL
EDUCATION

GUIDANCE
COUNSELING

%

49.1%

N

63

............ .
%

3.9%
16

47.0%
185

100%
264

...

23.9%

6.1%

70.1%

100%

120

P h y sic al E ducation was th e o n ly s u b j e c t a re a to p u t to g e t h e r
a p e rc e n ta g e o v e r 50% f o r th e f i r s t two c a t e g o r i e s .

Of th e 283

r e s p o n s e s , 49.1% i n d i c a t e d th e l i k e l i h o o d o f P h y sic al E ducation
w ith in 10 y e a r s and 3.9% s a i d 20 y e a r s .

The number n o t l i k e l y

t o have programs a t a l l was 47.0%.
Guidance C ounseling was th o u g h t o f as a l i k e l y program in
10 y e a r s f o r 23% o f th e 264 re s p o n d in g ; by 6.1% in tw enty y e a r s ;
and 70.1% f e l t th ey w o u ld n 't have i t a t a l l in th e f u t u r e .
The p e rso n al comments o f th e re s p o n d e n ts added a n o th e r
dimension t o th e d a ta found in Table 4 .3 9 .

A t o t a l o f 105

re sp o n d en ts added w r i t t e n comments to th e survey which a r e
t r a n s c r i b e d in th e a p p e n d ic e s.
The comments were e v a lu a te d on th e b a s i s o f w hether th e y
were g e n e r a l l y p o s i t i v e and o p t i m i s t i c in to n e , n e g a tiv e o r
p e s s i m i s t i c o r n e u t r a l w ith r e s p e c t to th e c o n d itio n s p r e s e n t
in t h e d i s t r i c t and hopes f o r th e f u t u r e .

Of th e 105 t o t a l

comments, 75 o r 71.4% w ere judged to be n e g a t i v e - p e s s i m i s t i c .
P o s i t i v e - o p t i m i s t i c comments accounted f o r 25.7% o f th e t o t a l
o r 27.

Comments from 3 o f th e re s p o n d e n ts o r 2.9% were judged

to be n e u t r a l .
Reading th e comments p ro v id e s a s e n s e o f th e m orale o f
b u i l d i n g l e v e l a d m i n i s t r a t o r s and t h e i r f r u s t r a t i o n in d e a li n g
w ith t h e problems o f e d u c a tio n .

Most a l lu d e d to t h e poor economic

p o s i t i o n t h a t th e d i s t r i c t s have been p la ce d in due to a v a r i e t y
of fa c to rs.

Most d ecry th e s t a t e o f a f f a i r s t h a t d e n ie s them

121

th e a b i l i t y to p ro v id e th e ty pe o f e d u c a tio n th ey would l i k e
to s e e .

General comments from th e in te r v ie w p ro c e ss a l s o und er­

score t h i s fe e lin g o f h e lp le s s n e s s .
Summary
The stu d y was d e sig n e d as an a p p r a i s a l o f th e s t a t u s o f
s p e c i a l i s t d i r e c t e d programming a t th e e lem en ta ry le v e l in Michigan.
The e x i s t i n g l e v e l s o f programs could th e n be ro ughly compared
to th e l e v e l s r e p o r te d in e a r l i e r s t u d i e s and th e changes and
th e re a so n s f o r change co u ld then be e v a lu a te d .
The sample f o r th e s tu d y was d e f in e d as a l l 529 p u b l i c school
d i s t r i c t s in Michigan who o f f e r K-12 programming.

I t was f u r t h e r

d e l i n e a t e d to in c lu d e one e lem en ta ry p r i n c i p a l in each o f th e
514 d i s t r i c t s l i s t i n g l e s s than 20 e le m e n ta ry b u ild in g s and one
o r more c e n t r a l a d m i n i s t r a t o r s w ith r e s p o n s i b i l i t y f o r e lem en ta ry
s p e c i a l i s t programming from 15 o f th e l a r g e s t d i s t r i c t s .
A su rvey was developed t o c o l l e c t d a ta c o n ce rn in g th e
c u r r i c u l a r a r e a s o f A r t , Vocal Music, Band, O r c h e s t r a , Drama,
Dance, P h y sic al E ducation and Guidance C o u n se lin g .

The survey

a l s o asked q u e s ti o n s a b o u t th e changes in programming o v e r th e p a s t
f i v e y e a r s , some o f th e p e rc e iv e d re a so n s f o r th e c h an g e s, and
q u e s ti o n s about th e p o t e n t i a l o f th e programs f o r th e f u t u r e .
The s tu d y a chieved a r e t u r n r a t e o f 82.6% and accounted f o r
92.7% o f t h e e lem en ta ry e n ro llm e n t f o r th e s t a t e .

122

S p e c i a l i s t d i r e c t e d programming in th e a r e a s o f concern
was found t o have d e c li n e d from p r e v io u s ly r e p o r te d l e v e l s in
a ll cate g o rie s.

The p e rc e n ta g e f o r d i s t r i c t s r e p o r t i n g programs

in A rt was found t o be 40.2%.

Vocal Music was found in 62.6%

o f th e d i s t r i c t s ; Band programs were found in 61.9% o f th e s c h o o ls ;
O rc h e s tra programs in 10.5%; Drama in o n ly two d i s t r i c t s o r .4%;
Dance was n o n - e x i s t e n t ; P h y sic al E ducation had th e h i g h e s t t o t a l
o f 65.4%; and Guidance C ounseling was r e p o r te d in 55 c a se s o r
12.8% o f th e d i s t r i c t s .
The r e l a t i o n s h i p between form ula s t a t e a id and d i s t r i c t s i z e
a s a f a c t o r f o r th e p re s e n c e o r la c k o f programs was examined.
The f in d i n g s showed a s i g n i f i c a n t p o s i t i v e r e l a t i o n s h i p between
s t a t e a i d and A r t , Vocal M usic, and P h y s ic a l E d u c a tio n ; and a
p o s i t i v e , though n o t s i g n i f i c a n t c o r r e l a t i o n between programs in
In s tru m e n ta l M usic, Drama and Guidance C ou n selin g .
When th e f a c t o r o f d i s t r i c t s i z e was compared to th e p re sen c e
o f program s, th e a re a s o f A r t , Vocal Music and P h y sic al Education
d e m o n strated a good l i n e a r p r o g r e s s io n showing s m a l l e r d i s t r i c t s
were l e s s l i k e l y t o have programs than th e l a r g e r o n e s.

The

r e l a t i o n s h i p was s i g n i f i c a n t f o r A rt and Vocal M usic, b u t n o t
s ig n if ic a n t fo r th e o th e rs .
The f i v e m ajor programs were a l s o c r o s s t a b u l a t e d by program
t o t e s t f o r s i g n i f i c a n t r e l a t i o n s h i p between them.

All comparisons

showed s i g n i f i c a n c e a t th e .05 le v e l e x c e p t Guidance C ounseling
and In s tru m e n ta l Music.

123

S e c tio n V III o f th e su rvey asked q u e s tio n s ab o u t changes in
programming o v er a f i v e y e a r p e rio d and re a so n s why th o s e changes
have o c c u r re d .
th e programming.
and showed:

P r e d i c t i o n s were a l s o asked abo ut th e f u t u r e o f
F indings were r e p o r te d i n frequency o f re sp o n se

th e grow th, d e c li n e and e lim in a tio n o f programs over

th e p a s t f i v e y e a r s ; m ajor f a c t o r s t h a t in f lu e n c e d growth
( a d m i n i s t r a t i v e l e a d e r s h i p was th e prime f a c t o r ) ; f a c t o r s t h a t
governed d e c li n e (money was f i r s t ) ; th e p e rc e n ta g e o f programs
w ith p o s i t i v e advocacy r e c o r d s ; th e needs f o r in c lu d in g th e s e
programs (a g a in money); and th e p r e d i c t i o n s about f u t u r e programming.
Comments added to th e su rveys were d is c u s s e d in terms o f
th e r e s p o n d e n t's f e e l i n g s a b ou t th e f u t u r e o f th e programs in
th e ir d is tric ts .
Throughout th e c h a p t e r , in fo rm a tio n from th e re sp o n d en ts
in te rv ie w e d v ia te le p h o n e and p e rso n al v i s i t s by th e r e s e a r c h e r ,
was used to p ro v id e a c o n te x t and a ground f o r th e d a t a .
C hapter V w i l l draw c o n c lu s io n s from th e d a ta and pro v id e
recommendations f o r th e use o f i t in forming p o lic y and d i r e c t i o n
f o r th e Department o f E d u c a tio n , te a c h e r t r a i n i n g i n s t i t u t i o n s ,
and ad v o ca te s f o r th e programs examined.

CHAPTER V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
I n tr o d u c ti o n
Up u n t i l th e tim e o f t h i s r e s e a r c h , th e su sp e c te d d e c l i n e in
s p e c i a l i s t - d i r e c t e d programs in M ich ig an 's p u b lic e lem en ta ry sch o o ls
was a m a tte r o f s h e e r s p e c u l a t i o n based on i s o l a t e d in fo rm a tio n
from a v a r i e t y o f s o u r c e s .

P r o f e s s i o n a l s in th e a r t s in e d u c a tio n

could o n ly a l l u d e t o frag m e n ta ry ev id en c e from p erso n al e x p e rie n c e
o r h e a rsa y .
This r e s e a r c h has enabled th e c u r r i c u l a r f i e l d s a f f e c t e d to
p u t th e problem in more d e f i n i t i v e te rm s .

D ecisions ab o u t how

to deal w ith t h e problem can now be based on in fo rm a tio n developed
from th e r e l i a b l y high r e t u r n r a t e o f th e s u rv e y .
While th e c o m p letio n o f t h i s r e s e a r c h marks th e end o f t h i s
t a s k , i t i s hoped t h a t th e r e s u l t s w ill be th e b e g inn ing p o i n t f o r
th e n e x t; th e t a s k o f u s in g i t to make th e s e s p e c i a l i s t programs
a h ig h e r p r i o r i t y f o r Michigan p u b lic e d u c a tio n .
This c h a p te r w ill summarize th e f in d i n g s o f th e s tu d y , draw
c o n c lu s io n s from i t and recommend a c o u rs e o f a c t i o n t o deal w ith
th e problems p r e s e n te d .

Recommendations w ill be d i r e c t e d t o th e

Department o f E d u c a tio n , A rts advocacy g ro u p s , th e p r o f e s s i o n a l
o r g a n i z a t i o n s in v o lv e d , and th e t e a c h e r e d u c a tio n i n s t i t u t i o n s o f
th e s t a t e .

124

125

Summary
The In ten d ed purpose o f t h i s s tu d y was t o :

e s t a b l i s h th e

l e v e l s o f s p e c i a l i s t d i r e c t e d programs in Michigan p u b lic e lem entary
s c h o o ls ; measure changes in th o s e l e v e l s o v e r tim e ; and seek
in fo rm a tio n re g a rd in g th e re a so n s f o r th o s e changes.
A s i n g l e page (two s id e d ) su rvey in s tru m e n t was developed
t h a t ask q u e s tio n s in th e fo llo w in g c a t e g o r i e s :
1.

B asic d i s t r i c t d a ta in c lu d in g e n ro llm e n t and form ula
a id s t a t u s .

2.

Levels

o f programming

in A rt.

3.

Levels

o f programming

in Vocal Music.

4.

Levels

o f programming

in Band.

5.

Levels o f programming

in O rc h e s tr a .

6.

Levels o f programming

in Drama.

7.

Levels o f programming

in Dance.

8.

Levels o f programming

in P h y sic al

9.

Levels o f programming

in Guidance C o un seling .

10.

E d u catio n.

Changes in programming, re a so n s f o r change, and th e
p o t e n t i a l f o r programs in th e f u t u r e .

The su rv ey was d i s t r i b u t e d t o th e 529 p u b lic school
in Michigan having f u l l K-12 programs.

d istric ts

Of t h a t t o t a l , 514 were

m ailed to s p e c i f i c a l l y named and randomly s e l e c t e d e le m e n ta ry p r i n c i ­
p a l s , and 15 were p e r s o n a l l y d e l i v e r e d to c e n t r a l a d m i n i s t r a t o r s in
th e d i s t r i c t s having 20 o r more e lem en ta ry b u i l d i n g s .

126

S p e c ia l c o n s i d e r a t i o n was given to th e fo llo w -u p o f non­
re sp o n d en ts t o a c h ie v e th e h ig h e s t r e t u r n r a t e p o s s i b l e .

The o v e r a l l

r e t u r n r a t e o f th e su rv e y was 82.6% r e p r e s e n t i n g ap p ro x im a te ly
92.7% o f th e t o t a l Michigan e le m e n ta ry s t u d e n t p o p u la tio n .

During

th e c o u rse o f th e te le p h o n e fo llo w -u p p ro c e d u re and th e p e rs o n a l
v i s i t s , 115 o f th e re s p o n d e n ts were in te r v ie w e d .
The surv ey g e n e r a te d 355 v a r i a b l e s which were analy z e d to
r e f l e c t th e number and n a tu r e o f program s, r e l a t i o n s h i p s between
d i f f e r e n t v a r i a b l e s , and f r e q u e n c ie s o f re s p o n s e .
C onclusions
S p e c i a l i s t d i r e c t e d programs a t th e e le m e n ta ry le v e l in a l l
c a t e g o r i e s have d e c li n e d s i g n i f i c a n t l y from th e l e v e l s e s t a b l i s h e d
by p re v io u s s t u d i e s .

F in a n c ia l problems a t th e d i s t r i c t and s t a t e

le v e l were found t o be th e p r i n c i p a l re a so n f o r t h i s d e c l i n e , b u t
i t can be re a s o n a b le t o conclu de t h a t th e s e programs a l s o s u f f e r
from a low p r i o r i t y s t a t u s in r e l a t i o n t o o t h e r programs such as
r e a d i n g , math and language a r t s .
Table 5.1 r e p r e s e n t s th e p e rc e n ta g e o f re sp o n d in g d i s t r i c t s
having programs and t h e p e rc e n ta g e s o f changes o v e r th e l a s t 5 y e a r s .
The d a ta from t h e p r e s e n t su rvey c o r r e l a t e s c l o s e l y w ith th e
d a ta o f Kenney's 1977 s tu d y which was based on a s i m i l a r methodology.
Using A rt as an example, th e i n d i c a t e d p e rc e n ta g e o f e l i m i n a t i o n
was 26.3% o f th e 53.2% o f th e d i s t r i c t s r e p o r t i n g programs in 1977

127

Table 5 .1 : D i s t r i c t s R ep o rtin g Programs
and Changes Over L a st 5 Years
Reported in P e rc e n ta g e s o f Responding D i s t r i c t s
N = 437

Chang es in Progra mming
Over the L a s t 5 Years
Have
Programs

Growth

D ecline

E lim in a tio n

A rt

4 0 .2

7 .8

13.3

26.3

Vocal
Music

65 .5

9 .2

21.3

25.6

5 .9

15.8

14.9

In s tru m e n ta l
Music

Band 6 1 .8
O rch.10.5

Drama

.04

1.1

.5

2.1

Dance

Q

.2

.2

2.1

P h y sical
Education

6 5 .4

8 .5

2 2 .4

22.9

Guidance
C ounseling

13.0

4 .1

5 .5

11.9

128

o r 14%.

The d i f f e r e n c e d is p la y e d by th e comparison o f th e t o t a l

p e rc e n ta g e s o f d i s t r i c t s having an A rt program in 1977 and 1983
was 13%.

Due to th e high r e t u r n r a t e o f both s t u d i e s , i t can be

i n f e r r e d t h a t th e d a ta pro v id e d in t h i s s tu d y a r e a f a i r l y a c c u r a te
p i c t u r e o f t h e programming f o r t h e e n t i r e s t a t e .
Band and O rc h e s tra programs were found to be p r i m a r i l y con­
ducted by s p e c i a l i s t s a t th e secondary le v e l r e f l e c t i n g a good
a r t i c u l a t i o n o f programs between th e two l e v e l s .

In most c a se s

th e y a r e th e same program , in t h a t th ey a r e ta u g h t by th e same
p e rso n .

While no d a ta was g a th e r e d a b ou t th e number o f p u p ils

s e r v e d , in fo rm a tio n from th e in te r v ie w p ro c e ss i n d i c a t e d t h a t th e s e
programs u s u a ll y s e r v e a sm all p e rc e n ta g e o f th e e n ro llm e n t u n lik e
th e programs in A r t , Vocal Music and P h y sic al E ducation which
u s u a ll y s e r v e a l l th e s t u d e n t s .
Programs in Drama in th e two d i s t r i c t s r e p o r t i n g s p e c i a l i s t s
were n o t d e f in e d in th e d a t a .

The lo g i c a l assum ption i s t h a t th e

s p e c i a l i s t s a r e in f a c t c o n s u l t a n t s to th e elem en ta ry le v e l on
f l e x i b l e s c h e d u le s .
Though Dance was r e p o r te d a s a component o f P h y sic a l Education
programs in many d i s t r i c t s , i t d id n o t e x i s t as a s e p a r a t e s p e c i a l i s t d i r e c t e d program.

The c o n c lu s io n i s t h a t , o f th e programs s u rv e y e d ,

Drama and Dance programs a r e o f th e lo w e st p r i o r i t y w ith Dance
re g isterin g

la st.

129

Guidance C ounseling Programs did not conform to th e p a t t e r n s
e s t a b l i s h e d by th e o t h e r programs.

Non s i g n i f i c a n t r e l a t i o n s h i p

were found when comparing them t o d i s t r i c t s i z e , form ula a id and
In s tru m e n ta l Music.

Though comparisons to th e o t h e r rem aining

programs were s i g n i f i c a n t , th ey were c l o s e r t o non s i g n i f i c a n t
l e v e l s th an any o t h e r co m p ariso ns.

This phenomenon le a d s to th e

s p e c u l a t i o n t h a t th e p re sen c e o f th e s e programs i s a r e s u l t o f
in d iv id u a l i n i t i a t i v e in th e d i s t r i c t s r a t h e r than th e f a c t o r s
e x p la in e d by t h i s s u rv e y .
The b ig t h r e e , A r t , Music and P h y sical Education employed
th e g r e a t e s t number o f f u l l - t i m e s p e c i a l i s t s .

The pre sen c e o f th e

programs was s i g n i f i c a n t l y r e l a t e d to s t a t e a id and th e programs
showed c o n s i s t e n t p o s i t i v e and s i g n i f i c a n t r e l a t i o n s h i p s among them.
A rt and Vocal Music showed s i g n i f i c a n t r e l a t i o n s h i p s t o d i s t r i c t
s i z e , P h y sical E ducation d id n o t.
Programming p a t t e r n s f o r t h e t h r e e pro vid ed some s p e c u la tio n
about some o f th e re a so n s f o r t h e i r i n c l u s i o n in th e c u rric u lu m .
P h y sic al E ducation and Vocal Music had s i m i l a r p a t t e r n s f o r
th e number o f m inutes p e r s e s s i o n , th e number o f s e s s i o n s p e r week
and th e number o f weeks p e r y e a r .

Programs in b o th a re a s were

u s u a l l y a b ou t 30 m inutes lo n g , tw ice a week f o r t h e whole y e a r .
A r t , presumably because o f th e s e t up and c le a n up time in v o lv e d ,
r e g i s t e r e d averages o f c l o s e to 45 m inutes p e r s e s s i o n , met u s u a ll y
once a week and was more o f t e n found as a l e s s than f u l l y e a r program.
O ther s t u d i e s ( P e t z o l d , 1978) co nfirm t h i s to be a c o n s i s t e n t p a t t e r n .

130

When th e d a ta f o r th e number o f programs f o r each a r e examined,
Vocal Music and P h y sic al E ducation a r e both found in o v e r 60% o f
th e d i s t r i c t s (62.6% and 65.4% r e s p e c t i v e l y ) w h ile A rt i s found
in o nly 40%.
According t o comments from th e survey and th e in te rv ie w s
conducted by t h i s r e s e a r c h e r , when c lassroo m t e a c h e r s a r e g iven a
c h o ice between having e i t h e r A rt o r Music programs in t h e i r d i s t r i c t ,
th e m a jo r ity w i l l e l e c t t o have Music.

The reaso n seems t o be t h a t

th o s e classro om te a c h e r s f e e l more c o n f id e n t and com petent d e a li n g
w ith A rt th e m s e lv e s , w ith o u t a s p e c i a l i s t th a n w ith Music.

The

perform ance a s p e c t o f Music and th e d i f f e r e n t sym bolic language o f
Music n o t a t i o n a r e a l s o d e t e r r e n t s f o r th e classro o m t e a c h e r .

Though

t h i s p a r t i c u l a r s tu d y can o f f e r no s u b s t a n t i v e d a ta to confirm
th e s e o b s e r v a t i o n s , th e i n d i c a t o r s seem r e l i a b l e and r e a s o n a b le .
A nother reaso n why th e s e programs a r e more p r e v a l e n t th a n A r t ,
i s found in th e comments from th e in te r v ie w s t h a t i n d i c a t e d t h a t
th e two programs t o g e t h e r , Vocal Music and P h y sic al E d u c a tio n ,
pro v id e d th e " b e s t f i t " in terms o f s c h e d u lin g th e c o n t r a c t u a l
b reak tim es f o r th e classro o m t e a c h e r .

The two program s, l a s t i n g

30 m inutes each f o r tw ic e a week c o u ld a c c o u n t f o r most o f th e break
tim e n e c e s s a ry f o r th e classro o m t e a c h e r .

Because o f t h e n a tu r e o f

A rt c l a s s e s and th e tim e r e q u ir e d f o r them, th e y s u f f e r from a
d i s c r i m i n a t i o n in th e c u rric u lu m t h a t has l i t t l e t o do w ith r e a l
e d u c a tio n a l g o a ls and o b j e c t i v e s .

131

The d a ta c o n ce rn in g d i s t r i c t s i z e as a f a c t o r f o r th e p re se n c e
o f programs c l e a r l y i n d i c a t e s t h a t l a r g e r d i s t r i c t s a r e more l i k e l y
to have programs in A r t , Vocal M usic, and P h y sic al E ducation than
th e s m a l le r o n e s.

The p e rc e n ta g e s show a d i r e c t l i n e a r r e l a t i o n s h i p

in terms o f th e number o f s c h o o ls w ith programs a c c o rd in g t o th e
s i z e o f th e d i s t r i c t .

The t a b l e a l s o shows t h a t f o r 58% o f th e

r e p o r t i n g d i s t r i c t s o r th o s e w ith up t o 1000 e lem en ta ry s t u d e n t s ,
th e a c tu a l p e rc e n ta g e s f o r d i s t r i c t s r e p o r tin g * A r t programs i s
31%, f o r Vocal Music 58%, and P h y sic al E ducation 61%.

The d i s t r i b u t i o n

i s more even w ith th e l a t t e r two programs which i n d i c a t e s a g r e a t e r
d i s p a r i t y between th e p re s e n c e o f programs a t t h a t le v e l th a n th e
o v e r a l l p e rc e n ta g e s i n d i c a t e .

In s tru m e n ta l Music show a g e n e ra l

t r e n d , though n o t a p e r f e c t l i n e a r r e l a t i o n s h i p , - a n d Guidance
C ounseling d id n o t d i s p l a y any p a r t i c u l a r p a t t e r n .
These f i g u r e s p ro v id e a b a s is f o r the-a rg u m e n t f o r th e
c o n s o l i d a t i o n o f s m a l le r d i s t r i c t s i n t o l a r g e r , more economical
and e f f i c i e n t o n es.
A computer p r i n t o u t was made l i s t i n g a l l th e d a ta by d i s t r i c t ,
grouped a c c o rd in g t o d i s t r i c t code to e s t a b l i s h th e g e o g ra p h ica l
d i s t r i b u t i o n o f programs.

This l i s t w i l l be a v a i l a b l e t o th e

Fine A rts S p e c i a l i s t O f f ic e in th e Michigan Department o f E ducation
b u t w i l l n o t be r e p o r te d in t h i s document.

132

When th e number o f d i s t r i c t s n o t r e c e iv in g s t a t e a id was
compared t o th e number having program s, th e d a ta showed t h a t d i s ­
t r i c t s which were o u t o f form ula a id g e n e r a l l y had a h ig h e r i n c i ­
dence o f programs.

Of th e d i s t r i c t s in th e sam p le, 31% were found

to be in t h a t c a t e g o r y .

These d i s t r i c t s g e n e r a l l y had a h ig h e r

s t a t e e q u a liz e d v a lu e o f ta x base t o e n ro llm e n t r a t i o .
The d a ta f o r A rt showed t h a t 45.3% o f th e d i s t r i c t s having
an A rt program were non-form ula a id s c h o o ls .

Vocal Music r e g i s t e r e d

a 37.3% t o t a l and P h y sic a l Education programs com prised 37.1%
o f th e t o t a l programs found in t h a t c a te g o r y .

All t h r e e o f th e

above r e l a t i o n s h i p s were found t o be s i g n i f i c a n t a t t h e .05 l e v e l .
Values f o r t h a t c e l l in th e comparisons o f In s tru m e n ta l Music,
Drama and Guidance C ounseling were 33.7%, 0.0% and 40% r e s p e c t i v e l y
and a l l t h r e e r e l a t i o n s h i p s were n o t s i g n i f i c a n t a t t h e .05 l e v e l .
From th o s e com parisons i t co u ld be concluded t h a t , giv en th e
t o t a l o f o u t o f form ula d i s t r i c t s in th e sam p le, th o s e d i s t r i c t s
which do n o t r e c e i v e s t a t e a id have a h ig h e r in c id e n c e o f program s.
This f in d i n g s u p p o rts t h e argument t h a t th e form ula a i d system i s
n o t p ro v id in g an equal e d u c a tio n f o r a l l Michigan s t u d e n t s .
When t h e programs were c r o s s t a b u l a t e d to e s t a b l i s h th e
in c id e n c e s o f com m onality, th e r e s u l t s p ro vid ed some i n t e r e s t i n g
co n tra sts.

The d a ta i s p re s e n te d in Table 5 .2 .

Vocal Music and P h y sic al Education were th e most l i k e l y
co m b ination s examined w ith an in c id e n c e o f 53.7% o f th e d i s t r i c t s

133

Table 5 .2
In c id e n c e o f Common Programs in D i s t r i c t s
N = 437
r e p o r te d in p e r c e n t o f d i s t r i c t s having both programs

A rt

Vocal
Music

Instrum ental
Music

A rt

------

Vocal
Music

37.3%

------

30.1%

42.8%

------

37.4%

53.7%

45.6%

6.8%

10.7%

9.6%

s tru m e n ta l
Music

P h y sic al
E ducation

Guidance
C ounseling

P h y sic al
E ducation

Guidance
C ounseling

------

10.0%

------

134

having b o th .

Phy sical Education and In s tru m e n ta l Music prov ided

th e n e x t b e s t match w ith 45.6% fo llo w e d by In s tru m e n ta l Music and
Vocal Music w ith 42.8%.

The in c id e n c e o f A rt programs to Vocal

Music and P h y sic al Education was v i r t u a l l y th e same, 37%, le n d in g
f u r t h e r s u p p o rt to th e p a t t e r n e s t a b l i s h e d e a r l i e r .
All r e l a t i o n s h i p s were s i g n i f i c a n t a t th e .05 le v e l w ith th e
e x c e p tio n o f In s tru m e n ta l Music and Guidance C ounseling as Table 4.3 3
in d ic a tes.

From t h e d a ta i t would be l o g i c a l t o conclude t h a t t h e r e

i s a r e l a t i o n s h i p between d i s t r i c t s having s p e c i a l i s t - d i r e c t e d
programs and t h a t what we s e e i s a p e rc e n ta g e o f d i s t r i c t s t h a t
have m u l t i p l e programs t h a t w i l l be somewhere between 30% and 54%
and ap p ro x im a te ly 18% o f th e d i s t r i c t s w ith no programs a t a l l .
S e c tio n V III o f t h e su rv ey asked t h e re s p o n d e n ts to make use
o f t h e i r knowledge o f t h e h i s t o r y and c o n d itio n o f t h e i r d i s t r i c t s
and p ro v id e t h e i r p e r c e p tio n s about why programming has changed
o v e r a f i v e y e a r p e r io d .

Q uestions were a l s o asked ab o u t th e p o t e n t i a l

f o r programming in th e f u t u r e .

The r e s u l t s were r e p o r te d as th e

f r e q u e n c ie s o f re sp o n se s f o r th e given c h o ic e .
As no ted e a r l i e r in t h i s c h a p te r t h e re s p o n se s f o r Q uestion
One c o n ce rn in g th e grow th, d e c li n e and e l i m i n a t i o n o f programs a r e
h ig h ly r e l i a b l e , given th e l e v e l s r e p o r te d in Kenney's 1977 s tu d y .
The f i g u r e s d r a m a t i c a l l y p o r tr a y th e l o s s e s in programming o v e r t h i s
p e rio d and i n d i c a t e some form o f a c t i o n i f we a r e t o in s u r e t h a t
a l l Michigan elem en ta ry s tu d e n t s r e c e i v e a comprehensive e d u c a tio n
in th e s e a r e a s .

135

When re s p o n d e n ts were asked t o i n d i c a t e why programs had
grown in th e second q u e s t i o n , th e answer o f f i r s t c h o ic e i s ad m in is­
tr a t i v e le ad e rsh ip .

The second c h o ice most o f t e n marked had t o do

w ith how th e program i s communicated w ith th e r e s t o f th e e d u c a tio n a l
community.

The t h i r d c h o ic e i s prob ab ly r e l a t e d to th e second

and im p lie s t h a t th e b a s ic n a tu r e o f th e programs was w ell communi­
c ate d .

The on ly s p e c i f i c money i s s u e ranked f o u r th follo w ed by

s tr o n g p a r e n t advocacy, s tr o n g program s t a f f , and a concern f o r th e
i n t e g r a t i o n o f th e program w ith th e r e s t o f th e s c h o o l.
The c o n c lu s io n drawn from th e s e d a ta i n d i c a t e s t h a t th e le a d e r s
o f any programs where growth o r s t a b i l i z a t i o n i s d e s i r e d , should
work c l o s e l y w ith th e a d m i n i s t r a t o r s to h e lp communicate t o th e
community t h e b a s ic n a tu r e o f what th e y do.
The re s p o n d e n ts were a l s o asked why programs have been c u t
back o r e l i m i n a t e d .

The overwhelming m a jo r ity answered w ith a

re so u n d in g "no money".

As th e d is c u s s io n in C h apter One i n d i c a t e d ,

when money i s c u t , p e o p le a r e c u t , and w ith th o s e peop le go th e
program s.

The la c k o f d i s t r i c t and community commitment fo llow ed

th e re a so n t h a t th e a r e a was n o t deemed as " b a s ic " t o th e c u r r i ­
culum w ith poor communication and la ck o f le a d e r s h ip b eing marked
as th e l a s t two c h o ic e s .
The c o n c lu s io n drawn h e re i s t h a t th e programs were c u t o r
a b o lis h e d due to f i n a n c i a l r e a s o n s , b u t below t h a t re sp o n se was a
p r i o r i t y system o p e r a tin g t h a t made th e programs v u ln e r a b le because
o f th e program a d v o ca te s i n a b i l i t y t o communicate worth to th e school

136

and community.

The d i s t r i c t sim ply d id n o t have enough com pelling

in fo rm a tio n to make a d e c is io n f a v o r a b le to th e program.
When asked a b ou t th e p o s i t i v e advocacy e f f o r t s o f th e programs
in je o p a rd y in Q u e stio n Four, th e re sp o n d en ts i n d i c a t e d t h a t most
programs p u t up a d e fe n s e i n one form o r a n o th e r .
t o t a l s w ere:

The r e p o r te d

57.7% f o r A r t , 62.2% f o r Vocal Music, 65.5% f o r

In s tru m e n ta l M usic, 12.5% f o r Drama, 8.7% f o r Dance, 67.3% f o r
P h y sic a l E d u c a tio n , and 59.4% f o r Guidance C ou nselin g.
When th e s e f i g u r e s a r e compared to th e t o t a l o f programs c u t
o r e l im in a te d in Q u estio n One, th e r e s u l t s a r e a la rm in g .

In s p i t e

o f th e a p p a r e n t advocacy e f f o r t s , th e numbers in each c a te g o ry a r e
g r e a t e r f o r programs c u t o r e lim in a te d th a n t h e t o t a l re sp o n se s
f o r each program c a te g o r y in Q uestion Four.

In o t h e r w ords, w ith

o r w ith o u t advocacy e f f o r t s , th e programs were reduced o r e l im in a te d .
Whether t h i s i s due to unsurmountable odds o r i n e f f e c t i v e advocacy
is not c le a r .

I t i s p rob ab ly a com bination o f b o th .

But i f a d vo cates

c a n ' t change th e odds by becoming b e t t e r a t making t h e i r programs
more v i a b l e , u n d e rs ta n d a b le and a c c e p ta b le in th e eyes o f th e d e c is io n
m akers, th e t r e n d w i l l l i k e l y c o n tin u e .
The f i f t h q u e s ti o n asked th e re sp o n d en ts what i t would ta k e to
make th e programs a p a r t o f t h e i r d i s t r i c t ' s c u rric u lu m .

In a

margin a p pro aching 7 to 1 th e re s p o n d e n ts s t a t e d t h a t money was th e
key f a c t o r o v e r th e n e x t h i g h e s t r a t e d answer o f " S t a t e m andate".
A r e s p e c t a b l e t h i r d was th e need f o r b e t t e r aw areness and u n d e rs ta n d in g

137

a b o ut th e program.

This re sp o n se a c t u a l l y re c e iv e d more second

p r i o r i t y ra n k in g s than any o t h e r .

The f o u r th and f i f t h c h o ic e s

were th e need f o r b e t t e r t e a c h e r e d u c a tio n and b e t t e r i n t e g r a t i o n
o f th e programs i n t o t h e g e n e ra l c u rric u lu m .
U n q u e stio n a b ly , money i s prime concern when i t comes to
s p e c i a l i s t d i r e c t e d programming.

But below t h a t need was an appeal

f o r le a d e r s h ip on th e p a r t o f th e s t a t e and f o r b e t t e r program
in fo r m a tio n .

While i t is h ig h ly u n l i k e l y t h a t th e S t a t e o f Michigan

w i l l be a b le t o mandate i n t o e x i s t e n c e any program in th e c u rric u lu m
w ith o u t s u p p o rtin g th e d i s t r i c t ' s a b i l i t y t o p ro v id e i t in some way,
th e Department o f Education does have th e r e s p o n s i b i l i t y t o s e t
th e h i g h e s t p o s s i b l e s ta n d a r d s and e x p e c ta tio n s f o r e d u c a tio n .
The su rv ey o f s p e c i a l i s t - d i r e c t e d programs i n Michigan elemen­
t a r y s c h o o ls has p ro vid ed th e f i e l d w ith d e f i n i t i v e d a ta on th e s t a t u s
o f t h e s e programs and some i n s i g h t ab o u t changes o v e r th e p a s t f i v e
years.
Recommendations f o r t h e Michigan Department o f E ducation
The s tu d y c l e a r l y shows t h a t programs in s p e c i a l i s t d i r e c t e d
a r e a s have d e c li n e d a t an alarm in g r a t e .

I t was a l s o p o s s i b l e to

conclu d e t h a t d i s t r i c t s a r e n o t f u l f i l l i n g th e e x p e c ta tio n s adopted
and p ro v id e d by th e S t a t e Board o f Education in 1979 which s t a t e d :
"E ducation in th e A rts in M ich ig an 's s c h o o ls i s based on The
Common Goals o f Michigan E d u catio n .
The A rts Goals f o r in d iv id u a l s tu d e n t s a r e c o n ta in e d in th e s e
e s s e n t i a l components:

138

A ll s t u d e n t s sh o u ld be p ro vid ed w ith s k i l l s t o p a r t i c i p a t e
In a l l o f th e a r t s a t l e v e l s o f e x p e r t i s e a p p r o p r i a t e to
t h e i r i n t e r e s t and developm ent.
All s t u d e n t s sh o u ld e x p e r ie n c e a r t s p ro c e s s e s in th e le a r n i n g
a c t i v i t i e s o f th e e n t i r e c u rric u lu m .
A ll s tu d e n t s sh o u ld be f a m i l i a r w ith many forms o f e x p r e s s io n
from many c u l t u r e s .
A ll s t u d e n t s s h o u ld develop s k i l l s in r e c o g n iz in g th e th e m a tic
and formal r e l a t i o n s h i p s among d i f f e r e n t forms o f e x p r e s s io n .
All s t u d e n t s sh o u ld a c q u ir e s k i l l s in d e v elo p in g t h e i r own
c r i t e r i a f o r making a e s t h e t i c judgm ents.
In o r d e r t o a c h ie v e th e s e g o a l s , th e Michigan S t a t e Board o f
E ducation recommends com prehensive programs f o r a r t s e d u c a tio n in
a l l e d u c a tio n a l i n s t i t u t i o n s .
To be co m prehen sive, a program i n th e a r t s w i l l in c lu d e :
- t h e t r a i n i n g o f a l l c h i l d r e n in a l l th e a r t s , and s p e c i f i c
t r a i n i n g f o r s t u d e n t s w ith s p e c i a l i n t e r e s t s .
- th e developm ent o f c u r r i c u l a and te a c h in g s t r a t e g i e s t h a t
i n t e g r a t e a r t s p ro c e s s e s w ith o t h e r le a r n i n g e x p e r ie n c e s .
- t r a i n i n g f o r a l l s t u d e n t s in r e c o g n i t i o n and a p p r e c i a t i o n
o f a e s t h e t i c c h a r a c t e r i s t i c s in many a r t form s.
- t h e i d e n t i f i c a t i o n and u t i l i z a t i o n o f a l l community and
school r e s o u r c e s f o r th e p r o v is io n o f a r t s e x p e r ie n c e s .
- t h e I d e n t i f i c a t i o n o f th e needs and s t r e n g t h s o f in d iv id u a l
s t u d e n t s in th e a r t s .
- t h e p r o v i s i o n f o r s p e c i a l a r t s e d u c a tio n f o r a l l s p e c i a l
p o p u l a t i o n s , i n c l u d i n g , b u t no t l i m i t e d t o , h a n d ica p p e d ,
e d u c a t i o n a l l y d is a d v a n ta g e d , g i f t e d and t a l e n t e d , and b i l i n g u a l
stu d en ts.
All components o f comprehensive programs f o r a r t s e d u c a tio n
must be n o n - s e x i s t and n o n - r a c i s t .

139

I t i s th e b a s i c p rem ise o f t h i s s ta te m e n t t h a t th e a r t s a r e
a fundamental p a r t o f e d u c a tio n .

They p ro v id e s t u d e n t s w ith means

f o r e x p r e s s io n and communication a t e v ery age l e v e l .

They t r a i n

s t u d e n t s t o r e c o g n iz e , d i s c r i m i n a t e and respond to im ages, so u n d s,
movements and s p a t i a l r e l a t i o n s h i p s .
ment o f p e rs o n a l v a lu e sy ste m s .
d iffe re n t c u ltu re s.

They a s s i s t in th e d e v e lo p ­

They g iv e a c c e s s t o u n d e rs ta n d in g

They p ro v id e c a r e e r o p p o r t u n i t i e s and s k i l l s

f o r l i f e l o n g p a r t i c i p a t i o n in l e i s u r e tim e a c t i v i t i e s .
All o f th e components o f a comprehensive a r t s program a r e
i n te r d e p e n d e n t.

Each one i s e s s e n t i a l t o th e achievem ent o f th e

goal o f th e a r t s t h a t th e y can u t i l i z e in t h e i r a d u l t l i v e s f o r
both p a r t i c i p a t i o n and a p p r e c i a t i o n . "
Based on th e s e c o n c lu s io n s , t h e fo llo w in g recommendations
f o r th e Michigan Department o f Education a r e made:
1.

I t i s recommended t h a t th e Department o f Education
approach th e S t a t e Board o f E ducation w ith th e r e s u l t s
o f t h i s su rv e y and recommend t h a t a s ta n d in g committee
be a s s ig n e d t h e t a s k o f convening a group o f e d u c a tio n a l
l e a d e r s from t h e fo llo w in g o r g a n i z a t i o n s to a d d re s s th e
d a ta and make s u g g e s tio n s t o th e board f o r a c o u rse o f
a c t i o n t o a l l e v i a t e th e problem.
The group sh o u ld i n c l u d e , b u t n o t be l i m i t e d t o ,
r e p r e s e n t a t i v e s from:
A.

A ll p r o f e s s i o n a l o r g a n i z a t i o n s o f programs a f f e c t e d
by t h e su rv e y in c lu d in g th e a r t e d u c a to rs (MAEA),
th e music e d u c a to rs (MMEA), th e Michigan T h e a te r
A s s o c ia tio n (MTA), and th e Michigan Dance A s s o c ia tio n
(MDA).

B.

P r o f e s s io n a l o r g a n i z a t i o n s o f a d m i n i s t r a t o r s such as
th e Michigan Elem entary and Middle Schools P r i n c i p a l s
A s s o c ia tio n (MEMSPA) and th e Michigan A s s o c ia tio n o f
School A d m in is tr a to r s (MASA).

140

C.

O rganized A rts advocacy groups such a s th e Michiaan A llia n c e
f o r A rts E ducation and th e Concerned C itiz e n s f o r th e A r t s .

D.

The J o i n t L e g i s l a t i v e Committee on th e A r ts .

E.

The Michigan A s s o c ia tio n o f School B oards.

2.

I t 1s recommended t h a t th e Department o f E ducation p ro v id e
models o f a l t e r n a t i v e d e l i v e r y system s f o r th e A rts a t
th e e le m e n ta ry le v e l such as th e programs developed in
t h i s s t a t e under E .S .E .A . T i t l e IVc and p ro v id e t r a i n i n g
t o implement them in d i s t r i c t s d e s i r i n g them.

3.

I t i s recommended t h a t t h e Department o f E ducation c r e a t e
a system f o r knowing th e s t a t u s o f s p e c i a l i s t - d i r e c t e d
programs a t a l l l e v e l s on a b i-a n n u a l b a s i s .
Recommendations f o r A rts Advocacy Groups

I t was p o s s i b l e t o con clu de t h a t adv o ca te s in th e f i e l d a p p a r e n tly
la c k a c o n s i s t e n t and c om p elling r a t i o n a l e on why th e s p e c i a l i s t d i r e c t e d programs in t h i s su rv e y a r e a v i t a l and n e c e s s a ry p a r t
o f e d u c a t i o n , and th e s k i l l s and a b i l i t y to communicate th e s e e f f e c ­
tiv e ly .

Based on t h a t c o n c lu s io n , th e fo llo w in g recommendations a r e

made:
1.

The Michigan A llia n c e f o r A rts E ducation o r th e Concerned
C i t i z e n s f o r th e A rts sh o u ld seek fu n din g t o u n d e rw rite
a s tu d y d e sig n e d t o produce a c l e a r l y s t a t e d r a t i o n a l e
f o r A rts programs a t th e e lem en ta ry le v e l and a system
f o r i t s use in school d i s t r i c t s .

2.

The Michigan A llia n c e f o r A rts E ducation o r th e Concerned
C i t i z e n s f o r th e A rts sh o u ld c r e a t e a c o n fe re n c e f o r
t r a i n i n g A rts a d v o ca te s in e f f e c t i v e advocacy measures
and p o l i t i c a l a c t i o n .

141

Recommendations f o r P r o f e s s io n a l O rg a n iz a tio n s
I t was p o s s ib le t o conclude from t h i s s tu d y t h a t th e s p e c i a l i s t s
in th e a r e a s examined in s u rv e y , perhaps p e r c e iv e t h e i r r o l e s in th e
e d u c a tio n a l system in a way t h a t may be too narrow o r i s o l a t e d .
Based on t h i s c o n c lu s io n th e fo llo w in g recommendations a r e made:
1.

P r o f e s s io n a l o r g a n i z a t i o n s o f th e s p e c i a l a r e a s in c lu d e d in
th e survey sh o u ld encourage t h e i r members t o see and
make use o f t h e i r p o s i t i o n s in a b ro a d e r way, in v o lv in g
th e t o t a l le a r n i n g o f th e school in t h e i r a r e a and t h e i r
a re a th ro u g h o u t th e system .

2.

P r o f e s s io n a l o r g a n i z a t i o n s sho u ld encourage t h e i r members
t o speak o u t s t r o n g l y a g a i n s t th e p r a c t i c e o f making t h e i r
s e s s i o n s th e b reak tim e f o r th e classro o m te a c h e r and
i n s t e a d i n s i s t t h a t th e t e a c h e r become an i n t e g r a l p a r t
o f t h e i r te a c h in g p r o c e s s .
Recommendations f o r Teacher E ducation I n s t i t u t i o n s

I t was p o s s i b l e t o conclude from t h i s s tu d y t h a t e lem en ta ry
c lassro o m te a c h e r s a r e i l l equipped and u ncom fo rtable in d e a li n g
w ith a r e a s u s u a l l y a s s ig n e d t o s p e c i a l i s t s .

I t was a l s o a p p a r e n t

t h a t s p e c i a l i s t s were n o t t r a i n e d o r encouraged t o work w ith c l a s s ­
room t e a c h e r s .
Based on th e s e c o n c lu s io n s , th e fo llo w in g recommendations
a r e made:
1.

Teacher E ducation I n s t i t u t i o n s sh ou ld in c lu d e c u r r i c u l a
f o r th e t r a i n i n g o f e lem en ta ry classro o m te a c h e r s t h a t
s t r e s s e s th e im portance o f th e A rts as s u b j e c t m a t t e r and
as i n t e g r a t e d approaches to o t h e r e d u c a tio n a l o b j e c t i v e s .

2.

Teacher E ducation I n s t i t u t i o n s sho uld broaden th e e x p e r ie n c e s
o f a l l s tu d e n t s see k in g s p e c i a l i s t deg rees and c e r t i f i c a t i o n s
to in c lu d e e x p e rie n c e s in a l l o f th e A rts a r e a s as w ell as
c o u rs e s d esig n ed to f a m i l i a r i z e them w ith th e ta s k s and r o l e
o f th e classro o m t e a c h e r .

142

Comments
Kenneth S n e lls o n , th e noted s c u l p t o r , once remarked when
c o n fro n te d a b o ut h i s s c u l p t u r e b e in g judged as to o t e c h n i c a l l y
c o n tr iv e d a s opposed t o a e s t h e t i c a l l y m o tiv a te d :

"Hardening o f th e

c a t e g o r i e s b rin g s on A rt d i s e a s e . "
Perhaps 1 t i s a l s o time in e d u c a tio n to have a p h y s ic a l exam
to d eterm in e i f o u r c a t e g o r i e s a r e indeed to o c a l c i f i e d to p e rm it
f l e x i b i l i t y and th e f r e e flow ing in te rc h a n g e o f id e a s and l e a r n i n g ;
to d e te rm in e i f th e v a rio u s t i s s u e o f th e c u r r i c u l a r body i s too
s p e c i a l i z e d so as t o n o t r e l a t e to o t h e r p a r t s o r th e whole b e in g .
With t h i s survey we have determ ined th e te m p e ra tu re and p u ls e
o f s p e c i a l i s t programming, noted c e r t a i n o t h e r symptoms and v e n tu re d
a d ia g n o s i s .

The p a t i e n t 1s i l l , u nd e rn o u rish e d and s u f f e r i n g .

I f o u r d ia g n o s is i s c o r r e c t
should s e e some s ig n o f re c o v e ry .

and th e p r e s c r i p t i o n

p r o p e r , we

I f i t i s a se a s o n a l malady b rought

on by a c o l d , h a rsh c l i m a t e , we may have t o

w a it u n t i l th e s p r in g

t o g e t r e l i e f - i f i t comes.
W aiting i s th e h a r d e s t p a r t when someone t h a t means something
to you i s s i c k ,

w a i t i n g to s e e i f th e c u re has an e f f e c t on th e

symptoms, o r th e c a u s e , i f we a r e lu c k y .
keep busy te n d in g o u r p a t i e n t .

And hope.

But w a it we must.

And

APPENDICES

APPENDIX A
Survey Form and Sample
Correspondence

14J
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SECTION III - INSTRUMENTAL MUSIC

SECTION VI - PHYSICAL EDUCATION

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MICHKjAN

M lC H IO A N DSPA A TM K N T O f E D U C A T IO N

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23026
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MICHIGAN
ELEMENTARY AND MIDOLE SCHOOL PRINCIPALS
ASSOCIATION

A ctual s i z e o f s u rv e y , 8»g in c h e s X 17 inches

145

MICHIGAN

M ic h ig a n

depa rtm en t

o f

e d u c a t io n

MICHIGAN
ELEMENTARY AND MIDDLE SCHOOL PRINCIPALS
ASSOCIATION
P.O. BOX 23026, LANSING. Ml 48909

Dear Colleague,
Michigan Public Education has been dealt some severe economic blows over the last
decade. Many specialist directed programs in our schools have been drastically reduced or
eliminated. An accompanying problem we face is not knowing exactly the extent of these cuts
at the local level on a state-wide basis.
The enclosed survey will establish what the current level of programming is for Art,
Music, Drama, Dance, Physical Education, and Guidance Counseling at the elementary level
in Michigan. It is, in part, a replication of a survey done in 1977 by Donald D. Kenney with the
cooperation of MEMSPA. The findings of that survey appeared in your journal "PRINCIPAL"
in December of that year.
This survey is being co-sponsored by the Michigan Department of Education and the
Michigan Alliance for Arts Education with the cooperation and endorsement of MEMSPA.
With the exception of some of the larger districts, one elementary principal in each of
Michigan's 529 school districts has been sent a copy of this survey to fill out for their district.
You will be the only one contributing data from your district so it is essential that we have your
support. Please take a few minutes to complete the survey, staple and return it by April 27using
the self-mailing feature provided. (Based on a piloting of the instrument in the Lansing area, the
average time needed to complete the survey was about 10 minutes).
If you wish to receive a summary of the findings, be sure to check the appropriate box
on the survey.
We thank you in advance for your cooperation and appreciate the time you spend to
give us all a clearer understanding of the problem.
Sincerely,

Phillip*:. Runkel
Superintendent of Public Instruction

Executive Secretary
Michigan Elei

Schools Principal's Association

Frank S. Philip
Secretary, Michigan Alliance for Arts Education
Survey Coordinator

i*to
STATE O F MICHIGAN

DEPARTMENT OF EDUCATION

STATE BOARD OF EDUCATION

Lansing, Michigan 48909

JOHN W ATANEN, JR.

DR. GUM ECINDO SALAS

President
Vice President
ANNETTA MILLER

Secretary

PH ILL IP E . R U N K EL
Superintendent
of Public Inftruction

DR. EDM UND P. VANDETTE

Treasurer
CARROLL M. HUTTON

NASBE Delegate
BARBARA DUM OUCHELLE
BARBARA ROBERTS MASON
NORMAN OTTO STOCKMEYER. SR.
Governor
JA M ES J. BLANCHARD

Ex-Officio

Dear Colleague:
About four weeks ago you received a copy of a survey
concerning specialist-directed programs in Art, Music, Dance,
Drama, Physical Education and Guidance Counseling at the
elementary level. The survey was mailed to one principal in
each of the 529 school districts in Michigan.. As of this
date, our records indicate that your survey form has not been
returned.
While the return of the survey is not an official
requirement of the Department of Education, the information
gained from it will be extremely important for assessing the
status of these programs in the state and directing the
development of future programs.
I urge you to give it your
immediate attention.
In the event you did not receive the survey, another copy
of the survey is enclosed.
Please take the 10 minutes it re­
quires to give us an idea of what program your district offers.
The completed survey can be stapled and returned in that form.
With your assistance, a complete picture of the current situation
will be assured.
Thank you for your time.

Sincerely,

David ^ D o n o v a n ”
Assistant Superintendent
Technical Assistance and
Evaluation Services

DL D :td
enclosure (1)

Non-Profit Org.
U.S. Postage
PAID
Lansing, Ml
Permit # 629

MICHIGAN

P.O. BOX 23026. LANSING, Ml 48909

M ic h ig a n

d epa rtm en t

o f

E d u c a t io n

MICHIGAN
ELEMENTARY AND MIDDLE SCHOOL PRINCIPALS
ASSOCIATION
OR PRESENT PRINCIPAL

IMPORTANT ELEMENTARY SURVEY:

PLEASE RESPOND B Y APRIL 27, 1983

APPENDIX B
W ritte n Comments From Surveys

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267

S u p e rin te n d e n t/B o a rd c o n s id e r s e le m e n ta ry e d u c a tio n 2nd
c la s s to e x t r a - c u r r i c u l a r / s p o r t s , e tc .

272

Next week i s o u r m illa g e e l e c t i o n . I f t h i s m illa g e f a i l s ,
a l l o f music in d i s t r i c t w i l l be c u t . C ounseling s e r v i c e
w i l l be re d u c ed .

40

Annual d e c r e a s e s in s t a t e a id have r e s u l t e d in c o rre sp o n d in g
c u t s in program.

283

I t i s hard f o r t h i s d i s t r i c t t o budget y e a r l y when th e
s t a t e does n o t l i v e up t o i t s promise and says "too bad f o r
you - c u t y o u r program ".
U n til th e s t a t e p u ts e d u c a tio n in a h ig h e r p r i o r i t y , th e
c i t i z e n s w i l l n o t do so e i t h e r .

395

We e x p e c t c u t backs in M u sic -A rt-P .E . system w id e , K-12,
i f o u r June 13 m illa g e r e q u e s t f a i l s .

364

Our program in A r t , PE, Music and Band have been s t a b l e
f o r many y e a r s .

501

I t a l l depends on MONEY f o r o u r sch o o ls'. 1

114

Our programs a r e s t r o n g .

530

Why d id you n o t su rv e y l i b r a r y media s p e c i a l i s t .

204

We a r e going t o have p r e s s u r e to i n c r e a s e i n s t r u c t i o n in
s c i e n c e , m ath, c o m p u te rs, drug a b u s e , g i f t e d and t a l e n t e d
and who knows what e l s e i n th e n e x t few y e a r s . Our n a tio n
and peo ple p u t th e a r t s a t a low p r i o r i t y . We g e t what we
a r e w i l l i n g t o pay f o r . You can n o t go cheap and have
q u a l i t y e d u c a tio n .

125

Trying t o o p e r a te on 2 3 .5 8 m i l l s j u s t i s n ' t going to make
i t f o r th e s e ty p e s o f programs! Help!

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7

Not u n t i l th e S t a t e Board and governing bo dies wake up to
v a lu e o f e d u c a tio n .

206

Vocal Music and in s tr u m e n ta l music w i l l p ro b a b ly be
reduced s l i g h t l y s t a r t i n g w ith th e 1983-84 school y e a r .

127

Me have had a r t , P.E. and Music f o r many y e a r s . There i s
a p o s s i b i l i t y we may have t o c u t a l l 3 n e x t y e a r .

271

In my o p in io n , a fu nd ing system such a s o u rs t h a t does not
p ro v id e enough money f o r t h e s e " s p e c ia l e x p e r ie n c e s " in
many d i s t r i c t s , w h ile some o f th e more f o r t u n a t e c h i l d r e n
do have th e s e o p p o r t u n i t i e s , i s u n j u s t .

4

When each o f t h e s e programs was f i r s t c u t b a c k , th en
e l i m i n a t e d , te a c h e r s and a d m i n i s t r a t o r s were fa c e d w ith th e
d e c is io n o f (.1) l a r g e (4 3-1 ) p u p il t e a c h e r r a t i o s o r
(2) c o n t i n u a t i o n o f s p e c i a l programs.

233

Our s t a f f and a p a r e n t a d v is o r y group a r e a tte m p tin g to
f i l l th e gap by p ro v id in g a v a r i e t y o f Fine A rts enrichm en t
e x p e rie n c e s f o r s t u d e n t s . Some o f o u r programs have been
w o n d e rfu lly s u c c e s s f u l . Many s tu d e n t s w i l l have th e
b e n e f i t o f l i v e s e n ric h e d by some t r a i n i n g in an a re a
o f t h e a r t s p r e v io u s ly c lo s e d to them.
We c o n tin u e
to be g r a t e f u l t o th e many a r t i s t s who o f f e r t h e i r s e r v i c e s
to u s .

277

S e c tio n V I I I . 3. Our c u ts were based on d a ta which
su g g e ste d t h a t o f th e 3 a r e a s , A r t , Music and Phys. Ed. music was th e a r e a i n which t e a c h e r s f e l t l e a s t com petent i t w as, t h e r e f o r e , th e a re a o f l e a s t c u t .

276

A g r i c u l t u r a l community t h a t f e e l s s p e c i a l programs a r e a f r i l l .
Would l i k e th e programs i f someone e l s e funded them.

408

Extrem ely Poor Survey. We have l i b r a r y tim e - Why i s n o t
t h a t c o n s id e re d im p o rtan t?
How can th e S t a t e o f Michigan a f f o r d p o o rly w r i t t e n u s e le s s
survey and i n t u r n n o t make s t a t e a i d payments?

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187

65
177

Unless a d d i t i o n a l money becomes a v a i l a b l e , we a r e in danger
o f l o s in g th e s e programs w ith in th e n e x t t h r e e y e a r s .
We have n o t had c o u n s e lin g o r drama.
S p e c i a l i s t s programs were c u t in h a l f one y e a r and e n t i r e l y
e lim in a te d th e n e x t. Seen as only way t o save enough to
keep s c h o o ls open.
We have now saved some money. Some programs may be added
in i s o l a t e d c a s e s . U sually based on board members and t h e i r
in d iv id u a l " p e t" l i k e s no m a tte r how much a d m i n i s t r a t i v e
backup t h a t i s p ro v id e d in a d i f f e r e n t d i r e c t i o n .

69

We do n o t have any o f th e programs l i s t e d .
i s r e s p o n s ib le f o r same.

Each t e a c h e r

33

In a small school system where t e a c h e r s a r e used on both
ends o f th e b u i l d i n g , we a r e d i c t a t e d by th e high s c h o o ls
c u rric u lu m demands, and th e fin a n c e s o f th e d i s t r i c t as
a whole.

72

A r t , C o u n se lin g , Drama, Dance have n e v er been mentioned
as a p r i o r i t y h e r e . We p r i n c i p a l s have lo b b ie d hard f o r
c o u n s e lin g t o no a v a i l .

254

Loss o f school s o c i a l worker f u l l tim e has been ex tre m ely
d e tr im e n ta l t o o u r b u i l d i n g . The l e t t e r I w rote t o th e
school board l a s t S p rin g p re v e n ted com plete e l i m i n a t i o n ,
b u t th e board needs f u r t h e r c o n v in c in g . S u p ts . p r i o r i t y
i s s a v in g fu n d s .
W ill t r y t o in c o r p o r a t e S.S.W. in T i t l e I Program n e x t y e a r
u n le s s th o s e funds a r e c u t to o much.

453

A rt and phys. Ed. may grow in tim e and s t a f f .
I doubt i f
any o th e r s w ill grow. I d o n 't see any push f o r any
o th e r a re a s.

141

In ad eq u ate fu n d in g has wrecked havoc upon o u r system . I t
i s sad t o r e a l i z e t h a t c h i l d r e n a r e n ' t r e a l l y number 1.

151
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375

Me have no money!

258

Under p r e s e n t c o n d itio n s c o u n s e lin g s e r v i c e s a r e im p e r a tiv e ,
y e t la c k i n g . This needs immediate a t t e n t i o n .

163

We a l s o have an e le m e n ta ry f o r e ig n language program 4 t e a c h e r s meet s t u d e n t s 5 days p e r week f o r 20 m inutes
in g rades K-2. T his w i l l expand n e x t y e a r .

94

A m ajor c o n t r i b u t i n g f a c t o r t o r e d u c tio n o f ( A r ts ) i s th e
s h o rte n e d school day - 5 h r s . tim e does n o t p e rm it f o r a
loaded c u rric u lu m and a r t s .
Elem. programs have s u f f e r e d th e b r u n t o f r e d u c tio n s w ith
l i t t l e promise o f ( a r t s ) im plem entation u n le s s i t becomes
mandatory.

52

S e c tio n V III - We have n o t changed in l a s t 5 y e a r s .

221

Major budget c u t s w i l l be made f o r th e 83-84 school y e a r .
All o f th e a r e a s above have been d is c u s s e d . I t a p p e a rs t h a t
most may be s a v e d , b u t th e a r t program i s s t i l l s u b j e c t
to r e d u c t i o n .

394

I f th e economy were to improve and ta x d o l l a r s were more
a v a i l a b l e , th e programs could be r e i n s t a t e d q u i c k l y .

212

Our o n ly growth has been in e lem en ta ry c o u n s e l i n g , b u t to
o b t a i n t h a t growth we have l o s t c o u n se lin g in th e high
school and m iddle school so t h a t we have n o t r e a l l y p ro g r e s s e d .

96

The e lem en ta ry s c h o o ls went t o K-4 t h i s y e a r .
The 5 th and 6 th g r a d e rs do have e x p l o r a t o r y c o u rs e s in
most o f th e a r e a s su rveyed .

301

#6 With th e c u r r e n t funding we hold on to th e program on
a y e a r l y b a s i s . They a r e im p o rta n t to o ur o v e r a l l e d u c a tio n ,
b u t i f c u ts must be made th ey w ill be e f f e c t e d .

120

Drama and dance both a r e e x p e rie n c e d by o ur s t u d e n t s in th e
r e g u l a r c la s s ro o m , vocal music and gym, and a t tim es through
v o lu n te e rs.

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367

A d e f i n i t e need f o r e lem en ta ry school c o u n s e lin g .

485

Due t o th e f a c t t h a t o u r school mi 11 ages do n o t p a s s ,
coupled w ith th e f a c t t h a t t h e s t a t e o f Michigan has not
g iven o u r school d i s t r i c t th e money prom ised — we have
had t o c u t th e above l i s t e d programs.

105

My b u i l d i n g i s K-4 b u t o u r e le m e n ta ry goes K-6 so I t r i e d
t o answer th e q u e s ti o n s f o r K-6. We a l s o had a c e r t i f i e d
l i b r a r i a n 5 days a week. Now c u t to 3 days p e r week.

428

The answer t o Sec. V II, 6 depends on th e p h ilo so ph y o f
th e s u p e r i n t e n d e n t . Our c u r r e n t s u p t . would p re s e rv e th e s e
programs and look f o r o t h e r a l t e r n a t i v e s b e fo re c u t t i n g .

319

Our a r t- m u s ic - p h y . ed. has remained th e same f o r th e p a s t
5 y e a r s . At l e a s t a p p ro x im a te ly th e same - Cut backs in
y e a r s p r i o r t c 5 y e a r s a g o , proved very u n p o p u la r. S t a f f
wants b reak s pro v id e d by s p e c i a l i s t s - p a r e n ts want
m u sic , a r t and phy. ed.

410

Our d i s t r i c t i s in v ery s e v e re f i n a n c i a l d i f f i c u l t y .
Cuts a r e a l s o p r e s e n t a t h ig h e r l e v e l s and w i l l c o n tin u e
to be a problem.

47

Programs in v o lv e d in t h i s su rv e y have n e i t h e r grown o r
have been e l i m i n a t e d . Could in th e f u t u r e (M u sic /P .E .)

76

By 1990, te e n a g e r s a r e p r e d i c t e d t o have c a r d i a c symptoms
due t o la c k o f e x e r c i s e . I f s u p t . o f Michigan Dept, o f Ed
would s t r o n g l y recommend th e need and g iv e r e a s o n s , boards
m ight change p r i o r i t i e s .
( P o s s ib ly have g r a n ts t o s u p p o rt
pro g ram s). Elem entary i s always lo w est p r i o r i t y ;
seco n d ary f i r s t .

334

I have been a school p r i n c i p a l f o r 32 y e a r s . During t h a t time
p o l i t i c i a n s have been s a y in g t h a t we need to f in a n c e th e
p u b lic sc h o o ls so t h a t e v ery c h i l d w i l l r e c e i v e a q u a l i t y
e d u c a tio n . There s t i l l i s n ' t q u a l i t y o r e q u a l i t y .
I s n 't
anyone l i s t e n i n g ?

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109

I t would a p p e a r t h a t music i s c lo s e t o g o in g , u n le s s th e
economy t u r n s a ro u n d .

354

The a t t i t u d e o f o u r p u b lic i s very n e g a tiv e toward any
In c r e a s e 1n t a x e s , t h e r e f o r e , i f we have t o depend on
s t a t e f in a n c in g f o r t h e s e program s, we w i l l never r e c e i v e
enough b ecause th e s e d o l l a r s w i l l have to be used to
m a in ta in e x i s t i n g programs s i n c e p r o p e r ty ta x in c r e a s e d
m illa g e seems very d o u b tfu l a t t h i s tim e .

380

I f c o n tin u e d m illa g e problems e x i s t - i t becomes more
d i f f i c u l t t o h o ld th e s e a r e a s a t th e p r e s e n t l e v e l .

193

In o u r sm all r u r a l l o c a t i o n o nly e l e c t r o n i c communications
w i l l im pact in a m ajor way.
More comprehensive p r e - s e r v i c e e d u c a tio n f o r th o s e te a c h e r s
who w i l l te a c h i n small r u r a l a r e a s ( th o s e who must te a c h
(DO) e v e r y th in g ) i s a must.

368

Our e le m e n ta ry t e a c h e r s do th e b e s t th e y can in th e s e a r e a s .
Need more MONEY.

186

As I s a i d in S e c tio n V I I I . All w i l l be dropped in 1983-84.
I t i s a t e r r i b l e shame b u t w ith o u t m onies, what can d i s t r i c t s
do? We hope some can be r e t u r n e d .

78

Funding f o r p u b l i c e d u c a tio n i s th e b a s i c problem which we
f a c e in a tte m p tin g t o o f f e r o u r s t u d e n t s any o f th e item s
in c lu d e d in t h i s s u rv e y . The more we r a i s e l o c a l l y th e l e s s
we g e t from th e s t a t e .
I am s u r e you a r e aware o f t h i s
dilem n a.

152

A r t , v o c a l , M usic, Band, S t r i n g s and Phy. Ed. a r e bein g
e lim in a te d f o r t h e 1983-84 school y e a r .

381

I a n t i c i p a t e t h a t we w i l l be a b le to c o n tin u e s u p p o rtin g
e lem en ta ry m u sic , a r t and p h y s ic a l e d u c a tio n as we a r e
now doing f o r some tim e to come.

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391
64

MORE MONEY!!
Me p la n t o c o n tin u e a l l programs we c u r r e n t l y h av e.

281

Budget c u t s h e re a r e d i r e c t l y r e l a t e d to t h e s t a t e formula
f o r th e fin a n c e o f p u b lic s c h o o ls . An im p o rta n t f a c t o r
i s t h a t school m illa g e s a r e th e o n ly " v o ic e" on ta x is s u e s
t h a t p e o p le f e e l th e y can c o n t r o l .

393

Will have f u l l tim e a r t in 1983-84.

20

In s tru m e n ta l works more e f f e c t i v e l y in an h o u rly r o t a t i o n a l
sc h e d u le th a n in a s e l f - c o n t a i n e d elem. program; t h e r e f o r e ,
r e g a r d l e s s o f bu dg et c o n s i d e r a t i o n s , we would oppose
r e i n s t a t e m e n t in elem .

124

Some e n ro llm e n t d e c l i n e has k e p t a r t , P . E . , music program
p r e t t y much as has been e x c e p t we had Kdgn., music and PE
once a week b e fo re l i g h t n i n g s c h e d u le s .
P h ilo sop hy has been p e rc e n ta g e c u ts a c r o s s th e e n t i r e
school spectrum r a t h e r than t o t a l e l i m i n a t i o n o f one program
as much as p o s s i b l e .

32

All sh o u ld be funded by s t a t e g o v t.

159

We a r e o u t o f fo rm u la . Our s t a t e i s a "poor" a d v o ca te o f
p u b lic e d u c a tio n ! The c h i l d r e n s u f f e r f o r th e s t a t e ' s
mismanagement.

462

I f o u r m illa g e p a s s e s on June 13, we w i l l r e i n s t a t e p h y sica l
e d u c a tio n and i n s t i t u t e a program in e lem en ta ry c o u n s e lin g .

490

Folk dan cin g i s a p a r t o f o u r elem en ta ry sc h o o ls p h y s ic a l
e d u c a tio n program.

239

I t seems to me t h e s t a t e i s re d u c in g i t s r e s p o n s i b i l i t y f o r
fun din g e d u c a tio n . We a r e g e t t i n g l e s s and l e s s money.

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137

Survey n o t c l e a r . For example No. 6 we a lr e a d y have A r t ,
vocal music and P .E . b u t th e y have been c u t back. They
w i l l c o n tin u e as i s i f p r e s e n t fun din g c o n tin u e s . I f
you want such su rv e y s r e tu r n e d a t l e a s t d o n ' t make us
pay f o r p o s ta g e .

325

We have a prop o sal b e fo re th e Board o f Ed. t o add elem en ta ry
c o u n s e lin g . I t looks l i k e i t w i l l go. As you know th e
community s u p p o rts o u r sc h o o ls w e l l . We a r e lu c k y .

255

I t i s t r u l y a tra g e d y t h a t e lem en tary e d u c a tio n always
seems t o come under s c r u t i n y f i r s t when t h e r e a r e c u ts to
be made. I t i s tim e t h a t c u ts a r e made a c r o s s th e b o a rd .

360

We have had most a l l programs w ith in t h e l a s t 10 y e a r s .
MONEY i s t h e b a s i s f o r n o t having some NOW!

170

Vocal music and P.E. - h
j u s t "ta k en " programming
Vocal music was c u t l a s t
Both programs c o n s id e re d

384

We voted in June o f 1982 f o r 1.9 m i l l s f o r secondary
e x t r a c u r r i c u l a r programs and elem . vocal m u sic, i n s t .
music and p h y s ic a l e d . In 1983-84 we w i l l have a f u r t h e r
d e t e r i o r a t i o n o f th e classro o m program due t o revenue
s h o r t f a l i b u t th e 1 .9 w i l l g iv e us music and gym as
u s u a l . Survey sho u ld have in c lu d e d l i b r a r y / m e d i a s e r v i c e s o u rs a r e n e a r z e r o .

531

Our e le m e n ta ry a r t s programs a r e j u s t b a r e ly s u r v iv in g
r i g h t now. They may n o t be around in S e p t. 83 depending
on f i n a n c i a l developm ents t h i s summer.

459

I f f i n a n c i a l a id f o r school d i s t r i c t s does n o t improve
very soon we l i k e l y w i l l have to e l i m i n a t e vocal music and
p h y s ic a l e d u c a tio n program s, as t h e r e i s a lr e a d y some
d is c u s s io n a lon g th o s e l i n e s now.
B esides documenting t h a t t h e r e i s a problem — la ck o f
s p e c i a l i s t s in th e a r t s — what do you plan t o do w ith
th e s e r e s u l t s from y o u r survey?
Will you g iv e B lanchard a copy o f th e r e s u l t s as f u r t h e r
p ro o f t h a t school f in a n c e in Michigan i s a f a r c e and i s
in need o f d r a s t i c change?

h r . s e s s i o n s - once a week i s
b u t b e t t e r th a n n o th in g .
y e a r, but re in s ta te d th is y ear.
y e a r l y when c u ts a r e made.

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286

I th in k i t i s u n th in k a b le t h a t a c h i l d ' s e d u c a tio n should
be so c o n t r o l l e d by t h e i r p a r e n ts d e c is io n o f where t o l i v e ,
o r what can happen to a school d i s t r i c t a f t e r you have
committed y o u r s e l f to buying in a c e r t a i n school d i s t r i c t .
Lower income k id s need t h e a d v antages o f a good e d u c a tio n
more th a n upper income k id s who a r e a b le to b e n e f i t from
th e s o c i a l e x p e r ie n c e s money can buy. Educators k id s a re
a lm o s t p r i c e d o u t o f a c o lle g e e d u c a tio n .

525

L ib ra r y program s t i l l t h e r e .

37

Our school sy stem board seems t o be concerned w ith secondary
e d u c a tio n and s p o r t s o n ly . We have one board member t h a t
speaks o u t f o r e le m e n ta ry .

483

We l o s t a r t , music ( I n s t , and Voc.) and p h y s ic a l e d u c a tio n
j u s t t h i s p a s t y e a r . We hope to r e i n s t a t e some o r a l l in
th e 83-84 school y e a r . ( L ib r a r y was a l s o c u t ! )
I f e e l c o u n s e lin g i s very im p o r ta n t. We use to have
s o c i a l w orkers from th e I .S .D . u n t i l th e law changed
(Sp. e d . ) t o say t h a t $ s u p p o rt would only be giv en to
Sp. Ed. s t u d e n t s . There a r e so many problems t h a t s c h o o ls
c a n ' t deal w ith - d i v o r c e , unemployment, c h i l d a b u s e ,
p a r e n ts and s t u d e n t s on d r u g s , e t c . We need h elp!
They need h e lp . Community s o c i a l s e r v i c e s c a n ' t do i t to o many p e o p le . The w a itin g l i s t i s f o r s i x months.

477

R ev isin g programs t o produce r e s u l t s t h a t th e community
w i l l become aware o f w i l l help t h e i r s u p p o r t. I f you a r e
i n t e r e s t e d in o u r F it n e s s f o r Youth Program, p le a s e c o n t a c t me.

454

We a r e h u r ti n g ! I can see a tim e when we may have to c lo s e
o u r s c h o o ls . When i s someone going t o h e lp - I mean
l e g i s l a t u r e s . C a n 't th e y s e e i t ' s a lm o st im p o s sib le
to pass m illa g e s when everyone i s brok e.

14

415

An e lem en ta ry p r i n c i p a l in Ann Arbor sho uld a l s o be asked
t o answer t h i s q u e s t i o n a i r e . Our s p e c i a l programs a r e
tremendous and g r e a t l y su p p o rte d by t h e AA Community.
Due t o th e economy and li m i t e d e x p e r ie n c e s o f o u r s tu d e n t s
i n th e f i n e a r t s o u t s i d e o f school to d a y , o ur school needs i t s
own s p e c ia l c l a s s e s more than e v e r .

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405

Our school d i s t r i c t i s l i k e l y in i t s l a s t y e a r o f being
" in fo rm u la " . I f we do n o t pass an added m illa g e package
in J u n e , we w i l l be f o r c e d t o d rop m u sic, a r t and p h y s ic a l
e d u c a tio n . No more s p e c i a l s u n t i l r e f i n a n c i n g .

198

A r t , music and phy. e d . were dropped 2nd s e m i s te r o f
1980-81 and a l l y e a r in 1981-82. They were r e i n s t a t e d in
S e p t. o f 1982 from a g r e a t e r th a n e x p e c te d cash b a la n c e .

158

Our programs have remained i n t a c t d e s p i t e c l o s i n g a number
o f b u ild in g s and re d u c in g s t a f f . They have remained
b ecause th e b o a rd , s t a f f and community r e c o g n iz e t h e i r im pact.

446

We must a l t e r t h e p r e s e n t fu n d in g s t r u c t u r e f o r p u b lic
e d u c a tio n . We must s e t f o r t h a s t a t e wide program t h a t w i l l
f u l f i l l t h e dem o cratic needs o f th e p e o p le .

121

Must have revamping o f method o f f in a n c in g p u b lic e d u c a tio n .
D i s t . #7 i s f i n a n c i a l l y d i s t r e s s e d .

135

Our m usic, gym and a r t in th e elem en ta ry school has s ta y e d
s t a t u s quo in th e 28 y e a r s I ' v e been h e r e . P lans a r e to
c o n tin u e to m a in ta in th e s e in o u r c u rric u lu m . F o r tu n a t e ly
th e s e a r e a s a r e e x c e l l e n t p u b lic r e l a t i o n s f o r t h i s small
farm ing community and th e c i t i z e n s a re v e ry s u p p o r tiv e o f
th e s c h o o l. C o ncerts s p r i n g / f a l l , a r t shows and f i e l d
day a r e p re s e n te d each y e a r . P u b lic crowds th e f a c i l i t i e s .

326

In o u r d i s t r i c t , s p e c i a l programs have been t i e d to
c o n t r a c t u a l le n g th o f d ay. Days were s h o rte n e d K-12
3 y e a r s ago; c o n t r a c t say s classro o m te a c h e r s w i l l have
25 c o n t a c t h r s . S p e c i a l i s t s were used t o le n g th e n t h e day.
Although c la s s ro o m t e a c h e r s now have th e r e s p o n s i b i l i t y
f o r te a c h in g a r t , music and p . e . , t h e q u a l i t y and q u a n t i t y
both vary w id ely and w hatever o f th e s e s u b j e c t s i s ta u g h t
comes a t th e expense o f some o t h e r c l a s s .

427

We a r e committed to p ro v id in g q u a l i t y e d u c a tio n f o r o ur
s t u d e n t s ; however budget c u ts have made i t im p o s sib le to
c o n tin u e w ith c u l t u r a l a r t s programs which a r e r e a l l y needed.

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470

Method o f f in a n c in g i s e n t i r e l y u n f a i r . A d i s t r i c t w ith a
power p l a n t i s lo a d e d . A nother i s f i g h t i n g to s u r v i v e .
Adequate money sh o u ld be p ro v id e d by th e s t a t e e q u a ll y
on a p e r p u p il b a s i s .

83

Our school i s l i m i t e d by s i z e o r what can be r e a l i s t i c a l l y
offered .

101

My re sp o n se s r e f l e c t a K-4 b u i l d i n g .
c o n t r i b u t e d in a r t f o r K-4.

309

E x tra c u r r i c u l a r added both boys and g i r l s in te r s c h o o l
b a s k e t b a l l . Added 6 grade I n d u s t r i a l a r t s . Added more
s u p e r v is e d l i b r a r y w ith c e r t i f i e d t e a c h e r s .

184

There have been no c u t backs in o u r school th e p a s t 12 y e a r s .

482

Loss o f most o f o u r programs were do to fund l o s s .

190

H o p efu lly a l l programs w i l l be r e i n s t a t e d sh o u ld th e
economy ta k e an upswing. Our community had always been
v ery s u p p o r tiv e o f i t s s c h o o ls .

329

We need $ $ $ $.

166

I d o n ' t th in k t h i s su rv ey i s going to t e l l you a n y th in g .

180

We th in k c o u n s e lin g , a r t and music a r e im p o r ta n t, b u t
b ecau se o f s t a t e a i d and d e c l i n i n g e n ro llm e n ts and i n f l a t i o n
we a r e o p e r a t i n g a b a re bones c u rric u lu m .
High school and Middle school each reduced t h e i r d a i l y
s c h e d u le by 1 c l a s s hou r.

436

W ithout a change i n
l i k e l y to lo o se a l l
P r o p e r ty ta x c a n n o t
in c r e a s e d c o s t s and

516

V o lu n te er p a r e n ts have

fun d ing s u p p o rt f o r e d u c a t i o n , we a re
o u r s p e c i a l program s.
c o n tin u e t o keep up w ith i n f l a t i o n and
a l s o pay f o r s p e c i a l program s.

V III - 6. Not l i k e l y i f p r e s e n t fu n d in g s t r u c t u r e , r e l a t e d
to c u t s , would c o n tin u e as i t has o v e r th e p a s t few y e a r s .

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