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date: 29 February 2020

Abstract and Keywords

Since the beginning of the republic, educational policy in the United States has comprised a complex mixture of public and private interests. Music teachers in the United States occupy a curious spot in the nexus of these influences, enjoying considerable autonomy within a context of mandates and informal traditions. This chapter provides an overview of historical influences and contemporary trends pertaining to the assessment of music learning in US educational settings. The relationships between governmental policies at the national, state, and local level are outlined, and practices driven by nongovernmental entities, such as professional organizations, test developers, and publishers are considered.

Keywords: music education, school music, assessment, policy, music curriculum

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