Governor Mifflin’s Music Program Is Slipping — And It’s Hurting Students More Than You Think

At last night’s Governor Mifflin board meeting, three parents raised urgent concerns about the district’s music program: declining band and orchestra participation, lessons pushed into recess, and canceled instruction. The science is clear — inconsistent music education doesn’t just hurt musicians. It undermines brain development, academic performance, and emotional wellbeing for every child in the program.

At last night’s board meeting, the truth came out. Not in the presentation — but from the parents. What we are seeing is not just a scheduling problem. It is a slow breakdown of a program that plays a critical role in how children learn, think, and develop. THE SPIN VS. REALITY Mr. Cory Crider spoke about “challenges” and “working on solutions.” But the district’s own data paints a different picture. DOWN Band Participation DOWN Orchestra Participation MONTHS Students stuck at beginner levels RECESS Used as music instruction time That is not a minor issue. That is a system going in the wrong direction. PARENTS TOLD THE TRUTH Three parents stepped forward at the meeting — and they did not sugarcoat it: ● A once-strong band program is shrinking ● Music instruction is being canceled too often ● A student with anxiety is not receiving a consistent 30-minute break as required These are not isolated complaints. These are warning signs. THE FAMILIAR SCRIPT The response from leadership followed a pattern that parents in this district have seen before: Step 1. Acknowledge the concern Step 2. Shift to general success stories elsewhere in the district Step 3. Avoid direct answers Highlighting success elsewhere does not fix what is broken here. This was not an improvement — it was a reshuffling. And the consequences are measurable: Structured instruction replaced with convenience Recess used as instructional time After-school carrying too much weight Less effective learning environments WHY MUSIC EDUCATION IS NOT OPTIONAL — THE SCIENCE Music is not an “extra.” It is one of the most powerful learning tools we have for children. The research on this is deep and consistent. 1 Music Strengthens the Brain Research in neuroscience consistently shows that learning music builds stronger connections between the left and right hemispheres of the brain, improves memory and attention, and enhances executive function — focus, planning, and self-control. Students in music programs are not just learning notes. They are training their brains to perform better across all subjects. 2 Music Improves Academic Performance Studies consistently show students involved in music perform better in reading and language development, show stronger math skills due to pattern recognition and rhythm, and score higher on standardized assessments over time. Reading Stronger language development Math Pattern recognition & rhythm Test Scores Improved over time 3 Music Builds Discipline and Persistence Learning an instrument requires practice, patience, problem-solving, and resilience. These are life skills, not just classroom skills. When students struggle through a piece of music and improve, they build confidence that carries into every subject. 4 Music Develops Social and Emotional Skills Band and orchestra teach teamwork, listening, accountability, and emotional expression. For many students — especially those dealing with anxiety — music is not just an activity. It is an outlet. When that outlet becomes inconsistent or ineffective, students lose more than just instruction time. They lose a coping mechanism. ! The Critical Point: Inconsistent Instruction Undermines All of This Music only delivers these proven benefits when instruction is consistent, structured, and skill-based. Random lessons Mixed groups without purpose Pushed into recess Frequently canceled When these conditions exist, the benefits disappear. What’s left is frustration — for students, parents, and teachers alike. LET’S CALL IT WHAT IT IS If students are not progressing… If participation is dropping… If parents are raising the same concerns year after year… Then the system is not working. This is not about perception. This is about results. FIX IT — NOW No more delays. No more deflection. Here is what needs to happen immediately: 1 Put music instruction back into the school day where it belongs 2 Stop using recess as a substitute for real teaching time 3 Group students by skill and instrument for effective instruction 4 Ensure student support plans are followed every time , without exception 5 Track and publicly report cancellations — transparency on lost instruction time 6 Strengthen the in-school program instead of offloading responsibility to after-school Music is not a side program. It is a proven, science-backed part of how students succeed academically, emotionally, and socially. The system in place right now is not delivering those benefits consistently. Parents see it. Students feel it. The data confirms it. If this district is serious about student success — then this cannot be ignored any longer. SOURCES: Gouzouasis, P., Guhn, M., & Kishor, N. (2007). The predictive relationship between achievement and participation in music and achievement in core Grade 12 academic subjects. Music Education Research, 9(1), 81–96. Hallam, S. (2010). The power of music: Its impact on the intellectual, social and personal development of children and young people. International Journal of Music Education, 28(3), 269–289. Schellenberg, E. G. (2004). Music lessons enhance IQ. Psychological Science, 15(8), 511–514. American Psychological Society. Hyde, K. L., et al. (2009). Musical training shapes structural brain development. Journal of Neuroscience, 29(10), 3019–3025. Benz, S., Sellaro, R., Hommel, B., & Colzato, L. S. (2016). Music makes the world go round: The impact of musical training on non-musical cognitive functions. Frontiers in Psychology, 6, 2023. National Association for Music Education (NAfME). Music Education and Academic Achievement. nafme.org Darrow, A. A. (2015). The role of music in the lives of children with disabilities. General Music Today, 29(1), 22–25. SAGE Publications. Governor Mifflin School District Board Meeting — March 16, 2026 (public session, parent testimony)