Instead of sharing my own thoughts about the schools this week, I’ve invited two Emmaus High School students to share their on-the-ground perspective. Harold Jennett is percussion captain of the marching band, founder and president of the pickleball club, and a debate team captain. He lives in Allentown with his parents, older sister, and two cats. Cameron Bauer plays trumpet in Jazz Band and is the section leader in the Marching Band. He lives in Macungie with his parents, younger brother, and two dogs. Both are EHS seniors.
by Harrison Jennett & Cameron Bauer
The music programs at Emmaus High School are essential to student development, but are currently underfunded. According to the East Penn School District’s own statement of beliefs, it is committed to managing financial assets in “an efficient and effective manner that is fiscally responsible to all members of the community.” Yet, our music programs—band, chorus, and orchestra—receive a shared total budget of only $18,000 annually. An additional $10,000 is allocated for all transportation costs specifically for PMEA events (in 2024-2025, the band sent 7 students to the PMEA District competition, 4 to Regions, 4 to States, and 1 to All Eastern, and the chorus and orchestra sent nearly 20 additional students to PMEA events). But football games alone, which the marching band is expected by both the school and the community to attend, consume well over $10,000 of our budget each year. While the marching band is fortunate to have an active booster program to help make ends meet, why should the orchestra and chorus suffer simply because they don’t? All three programs bring immense value to our school and community, and all deserve equitable support.
The academic benefits of music education are undeniable. Studies show that students involved in music consistently perform better in school, particularly in subjects like math and reading. According to the College Board, students in music performance groups scored, on average, almost 200 points higher than their peers on the SAT. These numbers reflect more than just musical talent—they demonstrate stronger cognitive skills like pattern recognition, memory, and problem-solving. Music education isn’t just about learning notes and rhythms; it’s about building the mental foundation for academic success.
While improving academic performance is important, the social advantages of musical programs are just as impactful. Participating in musical ensembles fosters a sense of community, trust, and belonging, all of which help students develop strong personal skills beyond the classroom. Currently, the district is trying to mend the emotional stress on students through Hornet Huddle activities at the high school and other support methods, but the music programs accomplish the same thing better. Students in band, choir, and orchestra bond with students of all ages because they are not limited to other students the same age as them. Building a support system that involves upperclassmen can have a positive impact on underclassmen. If the district truly prides itself on supporting students emotionally, it should support the music program for the mental and emotional investment it requires, and the gain social-emotional learning it provides.
Thoughtful student perspectives deserve to be heard!
Yet despite these benefits, our music programs are forced to prioritize quantity over quality—buying cheaper instruments, delaying repairs, and being forced to cut back on necessary expenses. This not only limits the students experience but discourages a wider range of participation from students that come from all different backgrounds. Students without financially privileged backgrounds are unable to afford private lessons or outside opportunities to engage in music rely on the district’s dedication to music education. Some may argue music isn’t essential because not all students participate. But that’s precisely the point: more funding would mean greater access. More students could experience the academic, social, and emotional growth that comes with being part of a music ensemble in our schools. Music should not be a privilege; it should be a priority.
If the East Penn School District truly values student success and community engagement, then it must increase funding for music education. Support must not just be with words, but with action.
Thanks to both Harrison and Cameron for sharing their perspective and raising awareness of these issues!
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