Education Through Music

aka ETM   |   New York, NY   |  http://etmonline.org/

Mission

Education Through Music (ETM) partners with under-resourced schools to provide music as a core subject for all children, and utilizes music education as a catalyst to improve achievement, motivation for school, and self-confidence. Education Through Music believes: *Every child deserves access to high-quality music education, taught by qualified and well-trained music teachers. *Music should support learning in other key areas, including math, science and language arts. *Engaged parents and school communities are key to the success of students.

Ruling year info

1991

Executive Director

Ms. Janice Weinman

Main address

122 E 42nd St Ste 1501

New York, NY 10168 USA

Show more contact info

EIN

13-3613210

NTEE code info

Arts Education/Schools (A25)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Blog

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Education policy at the national and state levels reflects multiple learning and social benefits of music education: the Every Student Succeeds act of 2015 recognizes music as integral to a well-rounded education, and there is a New York State mandate for music education. Yet, many students lack access to music education. Especially in low-income communities, many schools have excluded music from the curriculum or rely on isolated, fragmented experiences. When schools neglect to offer music instruction, students whose families cannot afford to pursue alternate opportunities outside of school are put at a severe disadvantage. ETM targets this particularly vulnerable group by partnering with schools that serve low-income students and have either no music faculty or a number insufficient to serve all students.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

New York City Partner School Program

ETM forms long-term partnerships with under-resourced elementary, middle and high schools that lack resources for music education. We work with each principal to design a program for each partner school with the following goals: support student learning in the arts and other academic areas; and build capacity among school and community members to sustain programs. To accomplish these goals, ETM’s activities focus on: 1)Music instruction accessible to every child that follows a skills-based, comprehensive and sequential curriculum, and supports cognitive thinking and content in other academic areas, 2)Ongoing, professional development services including: training and mentoring, professional development for classroom teachers, and management guidance and leadership training for principals; 3)Ongoing assessment and evaluation; and 4)Outreach to parents and community. In 2020-21, ETM is working with over 40 partner schools and 20,000 students weekly.

Population(s) Served
Children and youth

Where we work

Accreditations

Sponsor of Continuing Teacher and Leader Education (CTLE) with NYS Education Department 2018

Awards

Arts in Education Model Development and Dissemination Grant 2005

U.S. Department of Education

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of teachers trained

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults

Related Program

New York City Partner School Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

ETM’s services to children are only as good as the music teachers who work in our partner schools classrooms day in and day out. We provide ongoing, customized training, PD, and mentoring.

Number of lessons taught

This metric is no longer tracked.
Totals By Year
Population(s) Served

Children and youth, Ethnic and racial groups, At-risk youth

Related Program

New York City Partner School Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

Partner school students attend general music class as an in-school, core subject. Additionally, students may elect to participate in choir, band or orchestra ensembles, which rehearse 1-3 times/week.

Number of children who have access to education

This metric is no longer tracked.
Totals By Year
Population(s) Served

Children and youth, At-risk youth, Economically disadvantaged people

Related Program

New York City Partner School Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

ETM partners with under-resourced schools to provide all students with access to music education as part of a well-rounded education, where they previously lacked such opportunities.

Number of hours of training

This metric is no longer tracked.
Totals By Year
Population(s) Served

Adults

Related Program

New York City Partner School Program

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Context Notes

ETM provides training and professional development workshops to music teachers serving our partner school students. Workshops take place throughout the year and are supplemented by mentoring.

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

In ETM’s model, all students, including those with special needs, have access to comprehensive, sequential, skills- and standards-based music instruction. We involve the full school community to build support for music as part of a well-rounded education.

The ETM model aims to promote growth and achievement in:
• Students’ motivation to learn and engage in school.
• Students’ social-emotional development.
• Music teachers’ abilities to deliver effective, meaningful instruction.
• Community and school support for music programs.
• Build schools’ capacity to sustain music as a core subject in the long-term.

ETM's ultimate goal is for schools to directly provide music education as a core subject to every student. We seek to have more and more teachers hired to school staff so that schools are no longer dependent on ETM and ETM's funders in order to provide services to students.

To sustain music programs at the individual school level, ETM forms close, collaborative relationships with partner school principals, so that they understand and value the program. Our ultimate long-term plan for each school is that they will hire sufficient music faculty to staff to provide in-school music instruction to all students without relying on externally funded staffing. As each school builds more program expenses into its own budget, the dependence on ETM's services and funders is decreased; ETM can then serve in an advisory capacity to these schools and devote the majority of our resources to building new partnerships and reaching additional children.

For each school, the transition from having no music program to building the capacity to support direct music education expenses is a long-term process. As such, ETM is committed to partnering with schools for several years and conducts ongoing fundraising to cover the costs that partner schools are not yet able to support.

ETM has over 30 years of experience working in close partnership with under-resourced schools to effect change through music education.

Internal strengths include staffing expertise and sound fiscal management. Our executive and program staff members have extensive experience teaching and working in under-resourced schools. We have a dedicated evaluation team, and work hard to stay aware of successes and challenges, to adapt and improve. We pay close attention to organizational structure and finances so that we can be productive and effective in both programmatic and non-programmatic areas.

External strengths include a network of partner school principals, and their supervisors at the district/network level, who aid one another in fighting to implement school-wide music education in the face of so many other demands.

We continue to reach out to build new networks of supporters in order to raise awareness of the importance of music education as a core subject for all students.

External evaluation in 2005-08 found ETM supports improvements in students' music skills, test performance and general development; music teachers' abilities as educators; and teachers' abilities to collaborate to support learning.

Findings from 2015 indicate students in ETM partner schools perform better academically than students in schools with similar demographics that do not have ETM. Participation in music class and performances contributed to creativity and to social and emotional capacities. The program encouraged motivation for school in general.

ETM's current evaluation is considering students’ sense of competence, autonomy, and relatedness for learning and engaging in music. Education research has established these as “active ingredients” in developing internalized motivation, which has been found to predict: persistence in learning despite challenges, achievement, and spillover effects into non-musical domains such as school engagement and social-emotional development.

Highlights from our recent Impact Report (released in 2019 and available at impact.etmonline.org) show that ETM is:
• Expanding music education for students least likely to have access: 40% of students at first-year ETM partner schools reported that they had never had a general music class prior to the current school year, and 54% of families of students at ETM partner schools reported they have had “hardly any” opportunities to get involved with music in their life.
• Sparking students’ passion for music: 83% of students across partner schools reported that they love singing or playing instruments, and 77% said they do their work in music class because they are motivated to learn new things.
• Providing professional development and mentoring activities that help music teachers be effective and avoid burnout: 80% of music teachers agreed that ETM has helped them become part of a community of peer teachers, and 96% agreed that their ETM mentor was timely and responsive to their needs.
• Helping build vibrant school communities: 88% of partner school principals rate ETM as “above average” or “excellent” at integrating the music program into their school culture, and 71% of music teachers agree that their school community collaborated to support their concerts.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We shared information about our current feedback practices.
  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Paper surveys, Focus groups or interviews (by phone or in person), Suggestion box/email,

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To strengthen relationships with the people we serve,

  • What significant change resulted from feedback?

    In March and April 2019, ETM’s program and evaluation staff led three focus group sessions of music teachers, engaging teachers of varying experience levels to gather from them feedback and insights on training. Feedback revealed that music teachers were interested in having more time to informally network with their peers; teachers were positive about using a tiered model for classroom management and lesson planning sessions; teachers wanted more content focus on working with students with special needs; and teachers valued chances to learn from each other’s best practices. ETM incorporated teacher suggestions into training design for the summer 2019 Academy and subsequent workshops.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board, Our funders, Our community partners,

  • Which of the following feedback practices does your organization routinely carry out?

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, It is difficult to find the ongoing funding to support feedback collection, DOE regulations,

Financials

Education Through Music
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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

Education Through Music

Board of directors
as of 11/1/2021
SOURCE: Self-reported by organization
Board chair

Mr. Richard Bernstein

Cushman & Wakefield

Term: 2015 -

Katherine Elliott

Petner Asset Mgmt (retired)

Andrew Malik

Needham & Company

Edmund Schroeder

Cadwalader, Wickersham & Taft (retired)

Emily Susskind

E H Susskind LLC

Rob Weisstuch

100Kin10

Joseph McDonald

Morgan Lewis & Bockius (retired)

Michael Schaefer

Citigroup (retired)

Amie Patel

Elevar Equity

Aly Alibhai

Citigroup Global Markets

Manoj Susarla

Goldman, Sachs & Co

Joshua Bell

Academy of St. Martin in the Fields

Richard Bernstein

Cushman & Wakefield

Steven Williams

Paul, Weiss, Rifkind, Wharton & Garrison LLP

Matthew Knouff

Complete Discovery Source

Heidi Stamas

Citizens' Committee for Children

Michael Fang

Vosges Capital Partners, LP

Amy Ferris

Apple Music

Meghan Graper

Barclays Capital

Waleed Diab

Google

Barbara Murray

NYC Dept of Education (retired)

Stephen Rigo

ClearBridge Appreciation

Gerard Schumm

RFR Realty LLC

Gabriel Hernandez

Design Republic

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Not applicable
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Not applicable

Organizational demographics

SOURCE: Self-reported; last updated 11/01/2021

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

No data