Our Impact

Every child, at every school, deserves access to high-quality music education
Since 1991 ETM has partnered with under-resourced schools to provide music as a core subject for all students.
ETM’s program is rooted in these core beliefs:
  • Strong school leadership is key to a successful partnership
  • A great teacher with the right professional development and mentorship is likely to remain in the profession and make a long-lasting impact on the community they serve
  • Professional development for non-music teachers helps promote cross-curricular integration and fosters school environments that value music
  • The music curriculum must be comprehensive, sequential and tied to grade-specific benchmarks
  • Music programs can help boost parental engagement, which in turn strengthens school communities
By partnering with under-resourced schools to deliver music as a core subject for ALL students, ETM makes music education a reality for tens of thousands of children who would otherwise have limited or no access to music education.

of students at ETM partner schools love singing or playing instruments
Internally motivated students of music:
  • Learn music more deeply,
  • Are more likely to continue their music education,
  • Are more likely to persist in musical tasks even when they are challenging.
Motivation for learning means motivation to stay in school
Motivation for learning means motivation to stay in school
of middle-school students in ensembles have wanted to skip school but went anyway, because of ensemble
Motivation grows with ETM partnerships
Students at ETM partner schools agree they would take music class even if it was optional
New partner school students

Three-year partner school students

“This new music program is truly amazing! It has given my child confidence in singing and playing an instrument.”

- Parent of ETM partner school student

Access to music education is not equal

Economically disadvantaged schools in New York City, already struggling with accessing core programs, experience more barriers to offering a comprehensive music program.

ETM partners with schools that have higher needs and fewer resources

28%

of schools in low-income areas of NYC reported decreased arts funding in the past year1

Schools in low-income areas of NYC are twice as likely as schools in high-income areas to have zero classrooms dedicated to music education7

Teacher turnover rates

ETM target districts

State average

1 These findings are based on calculations from the 2016-17 Arts in Schools Report (https://centerforartsed.org/sites/default/files/2016-17_annual_arts_in_schools_report_final.pdf) and district income data compiled in this report by the Center for New York City Affairs: (https://static1.squarespace.com/static/53ee4f0be4b015b9c3690d84/t 5b3a61c8758d46599ed10013/1530552778646/Paradox+of+Choice.pdf)

Families need music in their child’s school

79%

of families say it would be difficult for them to pay for private music lessons without a school music program

We Break Down the Barriers to Music Education

ETM partners with schools to provide music programs that make a difference. Our programming uses evidence-informed strategies that address the difficulties of implementing and sustaining a comprehensive school music program.

The ETM model

Partner with principals to develop a sustainable program in their school
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Partner with principals to develop a sustainable program in their school
  • Integrate the music program into the school culture
  • Offer professional development to non-music teachers
  • Help obtain funding for instruments and equipment
  • Equip new music classrooms

Hire qualified music teachers and match them with a partner school
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Hire qualified music teachers and match them with a partner school
  • Find candidates who possess musical expertise and pedagogical skill
  • Match teachers with the unique needs of each partner school

Equip teachers with the tools to succeed
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Equip teachers with the tools to succeed
  • Connect teachers to professional peer network
  • Provide professional development geared towards the unique needs of music teachers
  • Assign mentors who provide resources and support (e.g., lesson planning, classroom management, performances, observation and feedback, problem solving)
  • Provide teachers with standards-aligned benchmarks to inform curricula design
  • Support teachers in obtaining certification

Institute a sustainable program
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Institute a sustainable program
  • Partner schools hire their teacher from ETM
  • ETM provides ongoing mentorship and professional development to teachers hired by partner schools
Provide quality music education to ALL students
40% of students in new partner schools report they have NEVER before had a general music class

Our Work Strikes a Chord

Teaching music isn’t a solo act

ETM’s programming is designed to combat teacher turnover and keep great music teachers in schools. We provide teachers with access to resources, mentoring, and professional networks that reduce professional isolation and help build support for music programming within the school culture.

ETM brings the orchestra together

Findings from the field of educational research suggest that teacher retention is driven by:

  • Teacher’s peer networks2
  • Resources3
  • Mentorship4
  • Principals & school community5

2 Bell-Robertson, C. G. (2015). Beyond Mentoring: A Review of Literature Detailing the Need for Additional and Alternative Forms of Support for Novice Music Teachers. Update: Applications of Research in Music Education, 33(2), 41-48.
3 Ingersoll, R., & Smith, T.M. (2004). Do Teacher Induction and Mentoring Matter? NAASP Bulletin, 88 (638), 28-40; Loeb, S., Darling-Hammond, L., & Luczak, J. (2005). How Teaching Conditions Predict Teacher Turnover in California Schools’s. Peabody Journal of Education, 80(3), 44-70.
4 Benson, M. A. (2008). Effective Mentoring for New Music Teachers: An Analysis of the Mentoring Programs for New Music Teachers as Described in the Literature. Update: Applications of Research in Music Education, 26(2), 42-49.
5 Boyd, D., Grossman, P., Ing, M., Lankford, H., Loeb, S., & Wyckoff, J. (2011). The Influence of School Administrators on Teacher Retention Decisions. American Educational Research Journal, 48(2), 303-333; Ingersoll, R., & Smith, T.M. (2004). Do Teacher Induction and Mentoring Matter? NAASP Bulletin, 88 (638), 28-40; Ladd, H., (2011). Teachers’ Perceptions of Their Working Conditions: How Predictive of Planned and Actual Teacher Movement? 33(2), 235.261.

80%

of music teachers agree that because of their affiliation with ETM they have become part of a community of music teachers

87%

of music teachers agree that benchmarks provided by ETM are helpful for creating a curriculum

96%

say their mentor is there when needed and timely in their responses

100%

of surveyed partner school principals agree that concerts and musical performances are an important part of their school’s culture

“My orchestra is the heartbeat of my school.”

- Principal at ETM partner school

Every child, at every school deserves access to high-quality music education

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ETM Report

Learn more
and get involved

info@ETMonline.org

p: 212-972-4788

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