Sponsors (4)
The resolution affirms the educational value of music and helps protect music programs in federal education policy, but without new funding it may impose costs and trade‑offs that disproportionately strain disadvantaged schools.
Students — especially at-risk students in participating schools — gain improved engagement, social skills, and academic outcomes from sustained music instruction.
Students develop cognitive, emotional, and workforce-relevant skills (attention, teamwork, persistence, leadership) through expanded access to music education.
Schools and districts receive federal recognition of music as part of a well‑rounded education under ESSA, which helps preserve music programs in education policy and planning.
High‑poverty, rural, and majority Black, Hispanic, or Native American districts may face new costs or need to reallocate scarce funds to expand or restore music programs, creating an unequal burden on disadvantaged communities.
If no new funding is provided, emphasizing music education could force schools to divert limited instructional time or budgets away from other subjects or services.
Based on analysis of 2 sections of legislative text.
Records findings on the cultural and educational importance of music education, cites evidence of benefits, and highlights disparities in access to music programs.
States findings that music and music education are important parts of American life, culture, and schooling, and cites research showing benefits for learning, social development, and job skills. It highlights long U.S. traditions of music instruction, recognizes music as part of a well-rounded education, and notes unequal access to music programs in high-poverty, rural, and majority Black, Hispanic, or Native American schools.
Introduced March 5, 2026 by Cory Anthony Booker · Last progress March 5, 2026