Economic Impacts

The concept of Reverse Economics lies in the principle that the long-term effects of the elimination/reduction of a program are more costly than the initial savings anticipated. The economic ramifications of low enrollment or the loss of student participation in the music performance program are significant.

The primary cost factor in education is personnel. The most cost-efficient personnel are those who provide instruction to the largest number of students in a given class period and/or who carry the largest student loads. Several observations may be made regarding the cost efficiency of strengthening the music program in the St. Helens School District.

There are 445 students in band and choir.
There are 282 secondary band and choir students.
There are 1.63 FTE secondary band and choir teachers.
The average student load of the secondary band and choir teachers is 173: [282 students/i .63 FTE teachers].
The average student load of the middle high non-music classroom teacher is 140: [5 classes x 28 students].
The average student load of the senior high non-music classroom teacher is 84: [3 classes x 28 students].

A comparison of the financial effect of the disparity of student loads between music performance and non-music classroom teachers may be seen below.

AVERAGE STUDENT LOADS (Middle High Example)
FTE Classification Classes x Students Student Load
1.0 Non-music Classroom Teacher 5 x 28 140
1.0 Band, Choir, Orchestra Teacher 5 x 34.6 173
2.0 Teachers 313
1.0 Non-music Classroom Teacher 5 x 28 140
1.0 Non-music Classroom Teacher (new) 5 x 28 140
.2 New Classroom Teacher (new) 1 x 33 33
2.2 311

AVERAGE STUDENT LOADS (Senior High Example)
FTE Classification Classes x Students Student Load
1.0 Non-music Classroom Teacher 3 x 28 84
1.0 Band, Choir, Orchestra Teacher 5 x 34.6 173
2.0 Teachers 257
1.0 Non-music Classroom Teacher 3x 28 84
1.0 Non-music Classroom Teacher (new) 3 x 28 84
1.0 New Classroom Teacher (new) 3 x 29.67 89
3.0 257

Observations:

  1. The student load of the average secondary band and choir teacher equates to 1.2 FTE middle school non-music classroom teachers.

  2. The student load of the average secondary band and choir teacher equates to 2.0 FTE senior high non-music classroom teachers.

  3. Therefore, the average secondary music performance teacher bears a financial value of 1.2-2.0 FTE to the district. Therefore:

    1. Any circumstance that causes a decline in student enrollment or prevents students from participation will have a negative cost effect on the district budget.

    2. There is evidence that the music positions cut in recent years were replaced by classroom teachers to implement the block schedule at the high school. The cost of those teachers is twice that of the music positions eliminated.

  4. Therefore, it may be demonstrated that the 1.63 FTE secondary music performance teachers carry a student load equivalent to as much as 3.26 FTE (an excess financial value of 1.63 FTE). Further, it may be demonstrated that this overload:

    1. Pays for any small group or individual lessons provided to secondary students by the music teachers.

    2. Justifies the inclusion of any music classes in the curriculum that may be under the normal minimum number.

    3. Pays for the equivalent number (1.63 FTE) of elementary music performance personnel at no cost to the district.

    4. Assists the district is maintaining smaller class sizes in other academic areas of the curriculum.

  5. Since it is financially advantageous to the school district to increase enrollment in the music program through the facilitation of student participation, the following observations should be noted:

    1. Maximum student load averages of 200 are a viable option for music performance teachers.

    2. It is anticipated that average student loads for choir teachers may be greater than other music teachers, and that average student loads for orchestra teachers may be less.

  6. The positive financial advantage of large music classes is minimized when they are offered for no credit, are placed outside the school day as an extra- curricular activity, or do not meet daily.

  7. The average student load of secondary instrumental and choral teachers is significantly lowered because of those factors present that contribute to the extreme attrition.

  8. If the district would work to develop creative solutions to preserve and expand the music program, attrition would be reduced and enrollments raised to the point that the cost benefit would further extend the advantage of the larger student-faculty ratios in music.

Since the class sizes of music performance teachers in the district are larger than other classes, including General Music, the wisest use of district funds is to accommodate those classes to the maximum extent. This would assist in reducing non-music class sizes, and provide for the most efficient use of budgetary funds.

Introduction
History of Music in the St. Helens Public Schools
Short and Long Term Impacts
Curriculum Impacts
Student Impacts
Summary, Conclusions and Recommendations
Appendix A
What Makes A Strong Program
Bibliography
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