Accreditation

of Music Education
WILLIAM R. SUR

ESPONSIBILITY for increasing the effectiveness of the teaching of music in the schools have never been mat-
accreditation falls squarely on the shoulders of the ters of general agreement. Proper standards and safe-
entire teaching profession, both individual mem- guards in teacher preparation require continuous profes-
bers and organized groups."' sional study, since they do have a profound effect upon
A first step in meeting this responsibility is to gain the quality of music instruction in the schools. These
an understanding of the meaning of accreditation, to be- matters cannot be left to chance or to the faculties or
come acquainted with the purposes, policies, and pro- administrations of individual schools. Music education
cedures of the accrediting agencies concerned with music must look to the regional and national accrediting agen-
and music education. Becoming familiar with the pur- cies to establish flexible, well-balanced patterns of in-
poses and goals of accreditation should help us to learn struction for the preparation of teachers of music. In
how, as individuals and as members of state, divisional, turn, these agencies are obligated to carry out visitation-
and national units of the Music Educators National Con- evaluation programs to encourage and maintain improve-
ference, we may meet our responsibility for effective ment in teacher education.
accreditation. The accrediting agency has the responsibility of estab-
William K. Selden2 points out that, "The Concept of lishing reasonable standards of achievement. It must also
accreditation, which in itself is difficult to comprehend, is protect the freedom of the institution to develop new
complicated by the frequent confusion between accredita- ideas, to experiment, and to expand its program. Without
tion and licensure or certification. Accreditation is the proper accreditation, quality of instruction in music and
process whereby an organization or agency recognizes a music education in the schools throughout the nation can-
college or university program of study as having met not be expected.
certain predetermined qualifications or standards and The need, the function, and the role of the regional
then publishes publicly a list of those institutions which and national accrediting associations become clearer
have met the qualifications. Most commonly the organiza- when we remember that in a democracy there is no
tion or agency is a voluntary, extra-legal association ministry or national governmental agency which dictates
either of institutions, individuals, or both. the educational program for all levels and types of in-
"In contrast to accreditation, licensure is the process of struction in the schools. In many countries a ministry of
approving an individual to perform certain functions, education defines exactly what the educational program
such as to practice a profession. The act of licensure is a of the schools must be and all schools must conform to
legal responsibility of government pursued for the protec- the established national pattern or program.
tion of the public. . . . For permission to teach in ele-
mentary and secondary schools in the United States, one To ADVANCE EDUCATION for all of our people and to
must usually obtain a license, but the term employed in the of instruction in our schools, regional
improve
this profession is certification. And, as with licensure in and nationalquality
other professions, this is a legal function assumed by each lished in this accrediting agencies have long been estab-
country. They are in no way subject to gov-
of the several states." ernmental control. They are agencies developed by the
schools and colleges in a democratic manner and dedicated
WHILE ACCREDITATION and licensure or certification
to improving the schools of the nation. They have pro-
are distinct and separate operations, they are somewhat tected
society against inadequately prepared professional
dependent on each other. Certification problems over the practitioners; they have aided licensing authorities and
years have emphasized the strong relationship existing facilitated the transfer of students from one institution
between accreditation and certification. To avoid mis- to
another; they have been helpful to students and parents
understanding and possible confusion, the reader should seeking to identify sound institutions; they have aided
understand that this discussion is primarily concerned institutions in
withstanding improper political or other
with accreditation rather than with certification. non-educational pressures; and they have stimulated
What constitutes adequate preparation of school music broad consideration of educational
problems and issues
teachers and what competencies are needed for success in of more than local concern. Institutions
being evaluated
[The author, professor of music and chairman of music education at and studied by accrediting agencies are stimulated to re-
Michigan State University, Lansing, is currently chairman of the evaluate their own programs of instruction.
MENC Commission on Accreditation and Certification. Past president
of MENC North Central Division, he is also a former chairman of The establishment of the National Association of
the Music Education Research Council, and a former member of the Schools of Music in 1924 was the first move of signifi-
MEJ Editorial Board.]
1 Margaret Lindsey (Ed.), New Horizons for the Teaching Profes- cance toward the accrediting of music in institutions of
sion, (National Commission on Teacher Education and Professional higher learning in this country. Previous to the founding
Standards, National Education Association of the United States, Wash-
ington, D. C., 1961), p. 116. of NASM, each school and faculty established its own
2William K. Selden, "Why Accredit Teacher Education," The Edu-
cation of Teachers: Certification, Report of the San Diego TEPS Con- curriculum and set the requirements for the granting of
ference, 1960 (National Commission on Teacher Education and Pro- in music. Through the efforts of NASM, notable
fessional Standards, National Education Association, Washington, degrees
D.C.), p. 194. progress has been made in providing proper instruction
January, Nineteen Sixty-two Page 35

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in music in our colleges and universities and developing
professional competence in the graduates of these schools.
There is no question as to the need for accreditation
in the preparation of music educators. The chaotic situa-
tion in the certification of school music teachers by the
various states, and the feeling of insecurity in making
decisions involving the fine arts evidenced by academic
administrators in institutions of higher learning empha-
size the need for accreditation in music and music educa-
tion. Its impact on what takes place educationally and
musically in the elementary classroom and in the develop-
ment of bands, choirs, and orchestras may seem remote to
the individual music teacher. The fact is that accreditation
is of vital importance to music educators in the field and
to those in training in the colleges and universities.
The degrees earned in music education would have
less significance if it were not for accreditation. The ac-
crediting agencies are one means of insuring a supply
of competent teachers of music for the schools. Accredit-
ing schools of music and certifying music teachers can
properly provide the foundation on which to build quality
instruction by fine elementary and secondary school teach-
ers in both vocal and instrumental music. A point over-
looked by many teachers of school music is that accredita-
tion of music in higher education makes it possible to
guide the talented music students into institutions which
have recognized quality programs of instruction in all
areas of music.
ACCREDITATION is a topic appropriate for continuing
study at all levels-state, division, and national. The ac-
crediting agencies are not dictatorial organizations; they
encourage cooperation from the professional organiza-
tions of teachers to improve accreditation practices. The
Music Educators National Conference is not and never
has been an accrediting association. It has always been
prepared to cooperate with the recognized accrediting
associations through its committees and commissions
on accrediting.
The present MENC Commission on Accreditation and
Certification is benefited by the progress made over the
years by previous committees and commissions, and is
constructively and cooperatively interested in the pur-
poses, policies, and procedures of the accrediting associ-
ations concerned with music education. The role of the
MENC is based on cooperating with and assisting in
every possible way the National Association of Schools
of Music and the National Council for Accreditation of
Teacher Education as they carry forward their responsi-
bilities in accrediting music and music education. These
two associations are charged by the National Commission
on Accrediting with the responsibility of accrediting the
preparation of school music teachers. They have the
responsibility for establishing recommended patterns of
instruction in teacher education, planning visitations, and
evaluating the instructional programs of institutions
throughout the country. Both associations look to the
Music Educators National Conference for recommenda-
tions and assistance as they seek to improve accreditation
practices and standards set for the preparation of music
teachers.
The role of the accrediting agency is extremely diffi-
cult. Attacks on agencies come from many quarters, from
institutions which need accreditation but resent outside
control or recommendation, from individuals who seek
to correct local institutional defects or weaknesses in the
Page 36
wrong manner, and from those who are entirely unfamil-
iar with the pressures and problems which would destroy
standards of instruction in this country. Those who have
a concern for the quality of instruction in music and
music education recognize that we must have accrediting
organizations concerned with music and music education.
The National Association of Schools of Music and The
National Council for Accrediting Teacher Education are
professional organizations, members of the National
Commission on Accrediting. This Commission was cre-
ated by the colleges and universities of this country when
the multiplicity of accrediting agencies and the variability
of their criteria and procedures made necessary the cre-
ation of an organization to represent the colleges and
universities nationally in the area of accrediting. The
National Commission on Accrediting was designated by
consent of its members (the colleges and universities) to
speak and act for them with respect to policies and pro-
cedures of accrediting agencies whose operations directly
affect the programs of institutions of higher education.
The constitution of the National Commission on Ac-
crediting3 specifically designates that among other things
it shall:
(1) "Study and investigate present accrediting prac-
tices with a view to establishing standards, procedures,
and principles of accrediting to correct abuses, and to
support the freedom and integrity of our member insti-
tutions."
(2) "Define the accrediting responsibilities of the
several agencies."
BOTH THE National Association of Schools of Music
and the National Council for Accreditation of Teacher
Education derive their authority as accrediting agencies
from the National Commission on Accrediting, formed
in 1950 to regulate accrediting in higher education. Both
must also report to the appropriate regional accrediting
association such as the Middle States Association, the
North Central Association, etc. They are agencies for
accrediting, with responsibility to the National Commis-
sion on Accrediting and the six regional accrediting asso-
ciations throughout the country. There is a working
agreement between the National Association of Schools
of Music and the National Council for Accreditation of
Teacher Education which recognizes the special nature
of the responsibilities in the field of music assigned by
the National Commission to each of the two agencies,
and seeks to coordinate their activities.
The National Association of Schools of Music
THE NASM was the first accrediting association in
music. Many music educators are not aware of the valu-
able contribution made by the NASM to music and music
education in this country. Prior to 1924 when the NASM
was founded with the financial assistance of the Carnegie
Corporation of New York, there was no means of estab-
lishing proper instructional standards in music in the
nation. While there were many excellent institutions of-
fering instruction in music, the lack of an accrediting
and advisory organization invited weaknesses and abuses
in the instructional programs offered to music students.
With the establishment of NASM came the development
of a stable, recognized accrediting association which could
3"Statement of Criteria for Recognized Accrediting Agencies"
(Washington, D.C.: National Commission on Accrediting) 1957.
Music Educators Journal
lead to improved standards of instruction, serve as an
advisory group to schools and administrators, and work
toward higher standards in music. The services of
NASM are available to all types of institutions in higher
education and membership is on a voluntary basis. The
following aims and objectives of the association have
been formulated:4
(1) To provide a national forum for the discussion
and consideration of problems important to the preserva-
tion and advancement of standards in the field of music
in higher education.
(2) To develop a national unity and strength for
the purpose of maintaining the position of music study
in the family of fine arts and humanities in our univer-
sities, colleges, and schools of music.
(3) To guard the freedom of leadership in music
training and to insure the right to protect the vital growth
of the artist.
(4) To establish standards of achievement with no de-
sire or intent to curb or restrict an administration or
school in its freedom to develop new ideas and to experi-
ment or expand its program.
(5) To recognize that inspired teaching may rightly
reject the status quo philosophy.
(6) To establish that the prime objective be to pro-
vide the opportunity for every music student to develop
his individual potentialities to the utmost.
(7) To use the influence of the Association to further
the cause of music by bringing to bear whenever and
wherever the need is deemed appropriate the combined
strength of all member institutions.
THE NASM has several types of membership: Asso-
ciate Membership, Full Membership, Junior College
Membership, Preparatory School Membership. There
are also Individual and Honorary Memberships with no
voting privileges in the organization. Member schools
failing to maintain the standards of the Association may
have their membership revoked or suspended.
The Associate Membership is made up of schools
which can show evidence of permanence and stability
and which meet a substantial proportion of the standards
of the Association for one or more of the four-year
curricula, and which give promise of being able to meet
completely the standards of the Association. The grant-
ing of the Associate Membership implies that within a
reasonable time application will be made for Full Mem-
bership.
Full Membership is open to schools which show evi-
dence of permanence and stability and which meet the cation.
standards of the Association for one or more of the four-
year curricula in full and have maintained them for a the annual publication of a list of institutions whose programs
period of years.
Junior College Membership is offered to a department
giving evidence of stability and permanence and the other
maintenance of instruction in music of a quality and the improvement of teacher education.
quantity suitable for transfer to the junior year of a
senior college curriculum with a major in music or to the in effect:
junior year of a standard professional music degree cur-
riculum.
Preparatory School Membership is open to schools be- regional accrediting association.
low the college or conservatory level which are approved
by regional accrediting associations, and which have
4Carl Neumeyer, (Ed.) By-Laws and Regulations, National Associa-
tion of Schools of Music (Bloomington, Illinois, 1959).
January, Nineteen Sixty-two
departments of music giving evidence of permanence and
stability, possessing faculty and equipment capable of
meeting standards prescribed by the Association for this
classification.
The NASM maintains standing conmnissions on Cur-
ricula, Graduate Studies, and Ethics.
The National Council for Accreditation of
Teacher Education5
IN MARCHof 1957 the National Commission on Ac-
crediting gave the National Council for Accreditation
of Teacher Education primary responsibility for the ac-
creditation of all programs in teacher education, includ-
ing music education. At the same time, certain stipula-
tions were made by NCA to establish cooperative action
between NASM and NCATE in connection with the
evaluation of programs in music education. This resulted
in a working agreement between NASM and NCATE
which defines the responsibilities of each of the accredit-
ing agencies. The complete text of this working agree-
ment is included later in this article.
The National Council for Accreditation of Teacher
Education (NCATE) is an autonomous, voluntary ac-
crediting body devoted exclusively to the evaluation and
accreditation of teacher education programs. It is recog-
nized by the National Commission on Accrediting as the
only national accrediting body for the field of teacher
education, which includes the preparation of teachers for
all grades and subjects at the elementary and secondary
school levels and the preparation of school administrators
and other specialists for these levels. These teacher edu-
cation programs may cover both undergraduate and grad-
uate levels. The Council is autonomous in that it is not
the arm of any educational organization or association
and is bound only by its own policies.
Accreditation by the Council is voluntary. This means
that only those institutions that apply are evaluated, and
if found to meet the standards established by the Council
are accredited by it. The decision to seek accreditation
by the Council should be based on the desire to achieve
high standards of teacher preparation, to gain for stu-
dents the privileges accorded graduates of such programs,
and to be associated with other institutions and agencies
in upholding such standards. The major purposes of the
Council are set forth in its constitution, as follows:
The purpose of this Council shall be the improvement
of teacher education in the United States through:
(1) The formulation of policies, standards, and procedures
for the accreditation of institutional programs of teacher edu-
(2) The accreditation of programs of teacher education and
of teacher education are accredited by the Council.
(3) The encouragement of constituent organizations and
groups in the performance of their respective roles in
The following are illustrative of the standards now
(1) An institution seeking Council accreditation of its teacher
education program is expected to demonstrate its general excel-
lence by prior or concurrent accreditation by the appropriate
CONTINUED ON PAGE FIFTY-SIX
5The National Council for the Accreditation of Teacher Education,
A Statemenltof Purposes, Policies, and Procedures (Washington, D.C.,
1960).
Page 37