In July 2011, the State of Michigan adopted a broad set of teacher labor market reforms, including a high-stakes evaluation system designed in part to remove low-performing teachers. We examine the characteristics of teachers rated as “minimally effective” and “ineffective,” as well as their schools, and the relationship between low effectiveness ratings and later employment outcomes. Results suggest teachers of color across traditional and charter schools are more likely to receive low effectiveness ratings than their within-school peers. These low rating risks are higher for teachers of color working in comparatively White-faculty contexts. Male and novice teachers are also rated low more frequently, and important differences appear to exist in the usage of low ratings by traditional public and charter schools.

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Access to music education in American schools is not guaranteed. Although national studies have demonstrated disparities based on poverty, race, and other markers, these studies miss a necessary level of local detail in describing access. Additionally, studies that exist are based on self-report surveys and prone to nonresponse bias. The purpose of this study was to describe access to music education at the state level. Using Michigan administrative data provided by the state department of education, we describe the state’s population of music educators and examine student access to music education. We found that music teachers differed from nonmusic teachers in a number of ways. We also identified substantial and persistent disparities in access to music education across the state. These findings have important implications for school arts education policy.

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