{'fraction_non_alphanumeric': 0.020336605890603085, 'fraction_numerical': 0.0, 'mean_word_length': 5.370535714285714, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
The Public Policy Roots of Music Education History

The roots of music education historical trends and events are usually found in societal conditions that create certain needs of the public, or of particular groups within a society. Public policy in the form of statutory law, official regulations and policies, and judicial decisions often develops to meet these needs. The Legislative Branch of the United States government creates statutory law, and the Executive Branch regulations and policies. Judicial decisions are the province of the Judicial Branch. Public policy shaped in response to societal need is not only one of the strongest influences on music education history, but it also guides much of what music educators do on a daily basis in their work. It is unusual, however, for music education historians to refer to public policy, and the professional literature only occasionally contains references to it. Yet, it is relatively simple to identify the relationship between public policy and such music education trends as multicultural education, special education, teacher education, youth music, technology, urban education, low student achievement, children-at-risk, gender equity, and other special interests. This article examines how societal need has engendered public policy, which in turn has guided the course of the music education profession toward multiculturalism in its programs and practices.