This issue, I'm very pleased to present a case study that dramatically demonstrates how technology-enhanced music education can turn kids' lives around (see “Spotlight: Striving for Excellence at Booker T. Washington High School,” on p. 16). The school, of course, is named after a great American who was born a slave and overcame the odds to become one of the nation's foremost educators and social leaders of the late 19th and early 20th centuries.

This choice of names was certainly apt when the school was founded, and if Washington could visit his namesake school today, he would surely be delighted by what he would see and hear. At one point in the story, author Debra Barbre observes, “Without this curriculum, you wonder where [these students] would be.” Barbre then supplies several examples of kids — and teachers — whose lives have been powerfully and positively altered by their experiences at Booker T. Washington High School for the Performing and Visual Arts. Given his background, Booker T. Washington would especially appreciate the work and dedication required to accomplish that.

It is particularly interesting and useful to note the crucial role that technology has played in this Dallas, school's success. Among other things, technology has allowed the faculty to more easily teach theory and composition, to incorporate ideas from the latest electronic-music genres, and to make the experience more fun and more immediately relevant to today's young musicians. This schoolwide use of technology, along with proven teaching methods, the magic of music, and a school culture that emphasizes innovation and creative achievement has contributed to a learning environment that has inspired talented but at-risk kids to learn responsibility and strive for excellence.

True, most music programs lack the advantages that a well-publicized arts magnet school enjoys. But many of the elements that contribute to Booker T. Washington High School's success can be emulated in some form. The students, while artistically talented, deal with much of the same problems as other urban children, many of them from inner-city neighborhoods. They are lucky to have the type of opportunity the school provides, but that doesn't make their lives easy.

And yet, the school has virtually no problems with gangs or violence, and the kids seem dedicated to keeping it that way, focusing on their artistic growth and scholastic success. The school has been able to deliver a quality education in part by making the goals and the processes fun and inspirational to students and teachers alike, and music technology has played a key role. As one faculty member puts it, “We have something they want.” That's a powerful incentive indeed, and it can work in a variety of situations, not just magnet schools.

It won't be easy, but you can find ways to apply at least some of these ideas to create an environment of success in your music program. Just remember that small gains are a big deal. Booker T. Washington didn't find success overnight, nor did his namesake school in Dallas. But most teachers I've known are in it for the long haul, and with that sort of dedication, much can be accomplished. Through such efforts, the work of educational pioneers like Booker T. Washington lives on.