SCORES FOR SCORES: IMPROVING EQUITIES, ACCESS, AND INCLUSION IN MUSIC EDUCATION ASSESSMENT POLICY

This report examines the benefits and drawbacks of music education assessment policy at the state level, the organizations that run the assessments programs, and how these programs can improve their diversity, inclusivity, equity, and accessibility, as well as foster creative youth development. Background information on the United States education policy regarding music education, assessments, and elective support is examined along with what classrooms are doing every day to keep music lessons equitable, diverse, and inclusive. Current policies and governmental structure of the Commonwealth of Virginia is studied, and interviews conducted with members of those governmental agencies to find out what is working and what needs fixing. Surveys results of teachers are considered as well, and this report ends with recommendations on how to improve state assessment practices to include all students and help them be the best musicians and artists they can be.