Ignore the Headlines! Focus on What You Control

Bob Morrison Founder and CEO, Quadrant Research

With a wave of federal pronouncements, executive orders, and directives making headlines, music and arts educators may wonder: What does this mean for my classroom? The influx of policy discussions at the national level can create confusion, but it’s important to understand how these federal actions interact with state and local education systems before reacting.

As a longtime advocate for music and arts education, a school board member, and a policymaker over the past five decades, I would like to provide clear guidance on how educators can navigate these discussions.

Understanding the Role of Federal Policy

It’s essential to remember that the federal government does not determine curricular content. That responsibility lies with state education agencies, which establish learning standards, and local school districts, which develop the curriculum accordingly. While federal policies may influence education funding, reporting, and regulatory aspects, they do not dictate what is taught in music and arts classrooms.

Understanding the Role of Federal Funding

It is also important to understand that the federal government’s contribution to education funding averages 8% of total education spending annually. That means 92% comes from state and local funds. These federal funds are targeted for special needs such as Title I (low-income students), IDEA (special education), and SNAP (school nutrition).

Who’s in Control?

Well, if the federal government does not set standards or what is taught in schools and provides a very small portion of education funding, the reality is this: STATE AND LOCAL GOVERNMENTS ALREADY CONTROL EDUCATION. This idea that states will suddenly have authority over education is a farce. States and local communities have ALWAYS had authority over education. The federal government has NEVER had authority over public education, ever!

What Should Educators Do?

Given this framework, here are the key takeaways:

Stick to your locally approved curriculum. Federal discussions or proposals do not require immediate action at the classroom level.
Do not alter instruction based on news reports or proposed policies that your school administration has not enacted or clarified.
If unsure, seek guidance from your school district or building administration. Your supervisors are the appropriate sources of information for policy changes.

As long as educators follow their district-approved curriculum, there is no immediate reason for concern. Many federal policy proposals take time to move through the legal system, and some may face legal challenges before taking effect. Preemptively changing instruction in response to headlines is unnecessary and could lead to confusion.

Focus on What You Can Control

If and when your district provides guidance based on legal or policy changes, that will be the appropriate time to assess and adjust. Until then, focus on what music and arts educators do best—providing students with meaningful, high-quality arts education experiences.

By following the established education chain of command, educators can avoid unnecessary distractions and keep their focus on what truly matters: fostering creativity, expression, and lifelong appreciation for the music and the arts.

Robert B. Morrison is a nationally renowned leader in arts and music education, recognized for his pioneering research, influential advocacy, and transformative policy initiatives. As founder and CEO of Quadrant Research—the nation’s leading arts education data analytics and market research firm—Morrison has driven groundbreaking advancements in expanding access to music and arts programs across the United States.

A tireless advocate for arts education policy, Morrison played a pivotal role in establishing New Jersey as a national model. He founded and directed Arts Ed NJ, New Jersey’s statewide arts education policy group, and spearheaded initiatives that led to the state being the first in the country to include arts education in annual school reporting. In Arkansas, his collaboration with the governor helped mandate music and arts programs for all public school students, a policy later adopted by Louisiana.

Morrison’s research efforts have been equally transformative. He authored the seminal report The Sound of Silence: The Unprecedented Decline of Music Education in California Public Schools, which helped catalyze a $1 billion reinvestment in music and arts education. He has also leads the national Arts Education Data Project and a host of state-level projects in nearly three dozen states, providing critical data that has influenced policy and improved access to arts education for millions of students.

Before founding Quadrant Research, Morrison established Music for All, one of the nation’s most influential music education organizations, and served as CEO of the VH1 Save The Music Foundation, where he directed the donation of over $25 million in musical instruments to restore programs in more than 1,200 schools. His leadership roles also include senior positions at the National Association of Music Merchants (NAMM) and the American Music Conference, where he worked alongside Michael Kamen and Richard Dreyfus to create the Mr. Holland’s Opus Foundation.

Morrison’s extensive contributions have earned him numerous accolades, including a Prime-Time Emmy, a Peabody Award, the New Jersey Governor’s Award for Arts Education, and an honorary doctorate from the State University of New York. He is a founding member of the National Coalition for Music Education, a champion for the National Standards for Arts Education, and a sought-after board member for leading national and local arts organizations. Through his ongoing work, Robert B. Morrison continues to shape the future of music and arts education, ensuring that every child has the opportunity to experience the transformative power of the arts.