Panel: Arts boost attendance and literacy — but funding and teacher shortages threaten access in Pennsylvania

A Keystone Education Report panel on May 18 convened three arts-education leaders to assess the state of music and choral instruction across Pennsylvania, with discussion centered on participation, equity, funding pressures and workforce challenges.

Kyle Zook, president of the American Choral Directors Association of Pennsylvania and an associate professor at Lebanon Valley College, said recent professional gatherings showcase strong programs but mask statewide gaps. “It’s kind of like Pennsylvania’s highlight reel,” Zook said, adding that the conference features “the best of the best” while many students lack comparable opportunities.

Dr. Michael Panza, a lifelong music educator and former superintendent, offered participation figures and an attendance anecdote. “We educate about 1.7 million students. More than 70% — 1.2 million students — are participating in the arts in our schools as we speak today,” Panza said. He described one district that kept music as first-period instruction after administrators found attendance improved: “Because the music class is first period of the day, attendance is better. Students are coming to school on time because they don’t want to miss their art class.”

Dr. Lindsey Stocks, director of curriculum for the Reading School District, said arts instruction supports literacy and a sense of belonging that helps struggling students stay engaged. Stocks noted the importance of making arts part of curricular review and budgeting rather than an extracurricular afterthought.

Panelists gave examples of funding that expanded access: Panza described a small district that used a $20,000 grant to buy instruments and substantially increase student participation. But they also warned of fiscal pressure tied to a delayed state budget. One panelist said an intermediate unit issued an $8 million anticipation note and paid interest; another said a local district “lost about $30,000 to $40,000,” calling the loss significant for a very small rural district and noting the strain on purchasing uniforms, choral music and instruments.

Speakers stressed workforce needs. Zook and college representatives said music-education graduates commonly have job offers before finishing college, but districts—especially rural ones—reported few applicants for openings and difficulty retaining teachers. Stocks urged high-quality, arts-specific professional development and administrative support so teachers are not expected to carry expanding programs without additional resources.

The panel also highlighted arts’ inclusivity and community role: an intermediate unit art show produced a t-shirt designed by a legally blind student, illustrating how arts programs reach a wide range of learners. Looking ahead, panelists called for sustained local commitment—board attendance at concerts, volunteer support and explicit budget planning—to keep programs vibrant for the long term. “Making music together is a very human act,” Zook said, adding that ensemble music is unlikely to be replaced by artificial intelligence.

The episode closed with the moderators and guests urging policymakers and district leaders to prioritize arts funding and teacher support to protect the benefits the panel described: higher attendance, richer literacy connections and broader student belonging.