Dr. Jennifer Collier talks about bringing instrumental music back to elementary schools in the Kansas City Public School District.
As originally published in the American School Board Journal
"Music has the power to change lives. I know this because it changed mine."
Growing up in Kansas City, my twin sister and I didn’t plan to pursue music, although we often sang together at church. But our focus shifted at age 13, after we sang at our grandfather’s funeral. Music teacher Maxine Stetzler heard our potential. As a teacher who worked at the school where our mother was principal, she offered to give us voice lessons. That moment marked the start of a journey that would shape the rest of my life.
Several years later, our high school choir teacher, Kathy Crispino, took us under her wing and gave us voice lessons. She encouraged us to study music in college, even driving us to auditions. This led to us earning scholarships at the University of Kansas’ Conservatory of Music.
For me, music became more than a skill — it became a refuge. It carried me through challenges, opened doors to opportunities, and taught me about discipline and resilience, traits that would later help in my career. In college, I discovered another gift of music: its therapeutic power. Music helped me cope with the stress and uncertainty of life. It also provided me a sense of grounding and purpose.
FINDING MY CALLING
After graduating from college, I planned to pursue a professional singing career in New York. I wanted to follow in the footsteps of my cousin who worked on Broadway. But my parents encouraged me to work and save some money first. The Kansas City school district had openings for music teachers; I planned to only teach for a year.
It turns out I found my true calling at that Kansas City school. Teaching brought me a sense of contentment I hadn’t anticipated. That feeling was cemented during my second year, when I started teaching at Northeast High School. Those students came from all over the world — more than 30 different languages were spoken — and many were new to the country. I was terrified at first, wondering how I could connect with students who didn’t even speak English. But then I discovered something profound: Music was the bridge. It allowed us to communicate and connect in ways I never imagined. I knew I was exactly where I was meant to be.
Students who entered my classroom scared and disconnected came alive through music. It gave them confidence, a sense of belonging, and a community to call their own. This belief in the power of music has been my guiding star as an educator and now as superintendent of Kansas City Public Schools (KCPS). I want every child in our district to experience the joy, connection, and opportunities that music can provide. Everyone needs the arts.
ENVISIONING EQUITY
Our vision for expanding the arts began with a focus on equity. Early in my teaching career, elementary instrumental music programs were cut districtwide, due to budget constraints. Only families who could afford private lessons had access. Later, as a principal at Border Star Montessori, I saw how strong parent groups could advocate for instrumental music programs. But this was only happening in certain pockets of the district; access wasn’t equitable.
When I became superintendent, I prioritized finding a way to offer instrumental music at every elementary school. Our fine arts director, Adrianna Marshall, like me, grew up in our district and eventually returned to teach music here. The two of us share a common vision; her role in these efforts has been vital. Together we developed a districtwide proposal for equity in the fine arts.
Fortunately, we had ESSER funds during the pandemic, which enabled us to purchase instruments well before we started instrumental music classes. We worked closely with our Wenger representative to outfit each school with the necessary equipment, including music chairs and stands. Fixed and mobile storage options were also crucial to support multi-use spaces and provide easy transport between rooms.
Now we can offer instrumental music for all district third- through sixth-grade students; this was implemented across the district in two phases over consecutive summers. We’re focusing on all the arts, including theater, dance, and visual arts. As an educational institution, and as an educational leader, it’s important that I champion that. Students may have gifts lying dormant because they never get exposure or the opportunity. If we didn’t offer the arts, we’d miss the chance to help our students thrive.
Education is so much more than reading, math, science, and social studies. Those are certainly important; we will always emphasize them. Literacy is my number one priority. But just like some students excel in sports, many children find their niche in the arts. Plus, many skills developed in the arts are transferable to other areas of life.
ENGAGING PARENTS
One of the keys to our initiative’s success has been engaging parents. From the very beginning, we made it clear that music education isn’t just an “extra” — it’s a vital part of helping their children succeed. Parents have been some of our most enthusiastic supporters.
To help gain parental support, we first made sure they understood the benefits of music education. Research shows that students who participate in the arts have better academic outcomes, fewer discipline issues, and higher rates of school attendance. But we also made it personal. Many of our district leaders have a music degree, and many of our principals also have a music background. Together we share stories about the impact of music on our own lives, along with stories of students who gained confidence and forged friendships through music.
One parent engagement strategy we implemented was offering third graders early exposure to music. They are introduced to musical instrument families and given the chance to explore band, orchestra, and choir. Families are invited to music nights where they can hear professional ensembles, learn about the instruments, and see what their children might achieve. Upon entering fourth grade, students are ready to choose their own path and instrument, which for choir could be their voice. This process empowers and excites students and brings parents into the decision-making process.
Such outreach events have been transformational for parents. Many of them never had access to music education themselves and are thrilled to see their children experiencing something they never could. For families who may struggle financially, we’ve ensured that no child is turned away due to cost. Elementary instrumental music is free; rental fees for older students are minimal.
This approach has strengthened our relationship with families. Parents who once saw schools as distant institutions are now active community participants. They attend concerts, engage in conversations about their children’s progress, and advocate for the arts in ways that inspire us every day.
BUILDING COMMUNITY
One of the most profound impacts of our music programs has been the sense of belonging they create. For students who feel disconnected — whether because of language barriers, socioeconomic challenges, or other obstacles — music becomes a sanctuary.
In my own teaching classroom, I saw this firsthand. Today, I see the same magic happening in classrooms across our district. We’re also seeing the positive ripple effects. Families are returning to our district because they want their children to have these opportunities. Over the past few years, enrollment has increased significantly, reversing a long trend of decline. Parents tell us they’re choosing our schools because we’re offering something they can’t find anywhere else: a robust, inclusive arts program.
I talk about our arts programming wherever I go in our community; I make some broad connections. People talk to me a lot about violence in the city. I tell them that we must invest in our children if we want to see this trend change. Kids need something to lean into, something to be engaged and involved with that’s productive.
Just telling students, “Don’t do this! Don’t do that!” is too easy. Tell them what they can do. By giving them music and the arts, we are opening up worlds for them to explore. When our kids are engaged in these activities, they have less time and inclination to engage in harmful behaviors.
MAKING CONNECTIONS
One of the keys to our success in expanding arts education has been holding face-to-face conversations with families in our community. This is the best way to build trust and hear what matters most to parents. For example, when we are setting district budget priorities, I meet with parent advisory groups, our Hispanic advisory council, and even our student advisory council. I want to make sure we’re listening to everyone’s voices.
These conversations have shown me how much parents want opportunities like arts education for their children. When parents are excited and involved, they often influence others in the community. Principals play an important role too, leading similar discussions at the school level. We also use surveys to gather broader input and reach families who might not attend these meetings.
For other districts looking to expand arts education, my advice is simple: Start with your community. Talk to parents, teachers, and students about what they value and what they need. Share the research but also share stories. Show — and tell — how music has the power to transform lives and bring communities together.
Partnerships are also invaluable. We’re working with the University of Missouri-Kansas City Conservatory of Music; two of their graduate students teach dance in our schools and we’re looking to add more. We are also partnering with organizations like the Kansas City Youth Symphony, the Kansas City Lyric Opera, and the Kansas City Friends of Alvin Ailey dance organization.
These groups bring their expertise and resources into our schools, helping support our instruction. The connections we build are equally valuable.
Some of our students are auditioning for these groups, which could provide them with exciting opportunities.
From a financial perspective, don’t let funding challenges deter you. As noted earlier, we leveraged ESSER funds to jumpstart our initiative. We’ve now integrated arts funding into our regular budget. We also are seeking support and funding from organizations and private donors who value arts education. Sustainability takes planning and creativity, but it’s worth every effort.
Finally, I would tell other districts: Despise not-small beginnings. Don’t become frustrated because you can’t enact the grand plans you envision. Just stay with it, show results, and people will want to get involved. The community will coalesce around what you’re doing and help build your program over time.
I agree with my colleague Marshall, who says it’s essential to have a vision and realize that achieving it “will come with small steps and big bites.”
Funding can be uncertain; we as educators must always be ready with concrete ideas that advance this vision when resources become available.
EXPANDING OPPORTUNITIES
I often tell people that I’m not just trying to create professional musicians, although I would love to eventually see some come from our schools. I certainly want people to recognize the artistic talent our district can produce — an amazing violinist or ballet dancer, for example. Some of our kids should lean into that; it’s probably their gift. But for others, music is a great opportunity — maybe a pathway to college.
I want all our students to flourish and find their unique place in the world. The skills students learn through music—teamwork, discipline, creativity — are transferable to every aspect of life.
As I walk through our schools, I see and hear the impact of our work every day. I see students discovering their passions, building confidence, and finding joy. This year more than 20 students advanced to state competitions.
I see parents beaming with pride as they watch their children perform. Our district’s fine arts festival has expanded from one night to four nights; more than 1,000 parents attend.
And I see a community coming together around something that matters deeply: giving every child the chance to thrive.
Jennifer Collier ([email protected]) is the superintendent of Missouri’s Kansas City Public Schools and a lifelong advocate for arts education.
