It’s no secret that Wayland is considered a town of means. It often ranks in the top 10 in Massachusetts for median family income, according to the U.S. Census Bureau American Community Survey. But, of course, that’s not the case for every household. And that’s one of the biggest reasons for the many detractors of the Loker Elementary School music pilot program.
While concerns linger over losing accolades, reputation, and the town’s rich musical history, parents and residents focus heavily on equity when discussing this school year’s changes. Reducing music class time from 75 to 45 minutes forces families who want their child to have more music instruction time to rely on private lessons to bridge the gap. This shifts the financial burden onto parents and creates an unequal system where not every child can access the resources that built Wayland Public Schools’ success.
“You want everyone to participate, otherwise it’s only for the rich,” said Chris Memoli, a longtime Wayland resident who was director of the Weston Public School music program for more than 25 years. “That’s a baseline of why this whole thing makes me uncomfortable. Equity is a big piece of my concern.”
In order to carve out time at the elementary school level for more instruction on other subjects or new curriculum for fourth- and fifth-graders, the Wayland School Committee decided to roll out a pilot that changes the music schedule for the 2026-27 school year at Loker. The cost for the program is $90 at Loker and $150 at Happy Hollow and Claypit, both of which still have 75 minutes of weekly instruction.
Vicki Lai, despite not having a child who is affected by the pilot program, agreed with Memoli. “What worries me the most is access and equity,” said Lai, a parent of 11th- and seventh-graders as well as a child in college. “School-based music instruction is available to students regardless of their family’s ability to pay for and make time for private lessons.”
Beyond the high cost of private lessons — which can exceed $100 per hour — parents also face steep hurdles with availability and convenience. Local options are limited, meaning slots fill up rapidly and scheduling often clashes with parents’ busy routines.
“A lot of the parents are in the same boat — they don’t have means, interest, or ability to do [lessons] outside of school,” said a parent of two middle schoolers and one Loker student who asked to remain anonymous.
Lai, who has been president of the Creative Arts Parent Association since 2025, concurs.
“If we reduce that instruction [at school], I worry that students who can supplement with private lessons will be in a very different position from those who can’t,” she said. “Students don’t have to choose between music and another after-school activity, and participation isn’t dependent on whether a family can make another appointment work.”
Other schools as well?
Another question some parents brought up is what could be lost if the pilot program becomes a reality for all three elementary schools. Wayland is one of the most respected and decorated districts nationally, having been awarded the National Association of Music Merchants’ Best Communities for Music Education award for 17 consecutive years. Cutting the time for students when they are first introduced to music could stunt their lifelong interest, according to those fighting to keep the program as is.
Wayland also competes, at levels from elementary school through high school, at many prestigious events where they often receive many awards and accolades.
“A school-based program also plays a big part in creating a pathway that feeds the middle and high school music programs,” Lai said. “These students become part of a broader music community where they participate in ensembles, concerts, and other performances.”
A common question that comes up is why. Why only Loker? Why is music being cut and not another subject? Why is more time needed for other subjects or purchased curricula when Wayland does just fine academically?
“[The school administration] is not solving for the fall-off in areas they have mentioned,” said the anonymous parent. “We’re not seeing a fall-off in scores, so there is no correlation there. They bought curriculum (Core Knowledge Language Arts, and Caminos, a K-5 Spanish program) so they usurp minutes from [music].”
Memoli fears that if the pilot program becomes a reality and is rolled out permanently in all three elementary schools, then it could be the first step in something bigger and possibly worse.
“Music programs are so delicate,” he said. “It’s so easy to turn off the light switch on music completely. Because Wayland has been so good, and so good for so long, [the program] could be taken for granted.”
Correction
The purpose of the Sept. 25 story headlined “A look at music programs in other towns in light of Loker controversy” was to provide information about neighboring schools’ music programs. We regret that several details were incorrect.
In Weston, the elementary instrumental music program includes small-group lessons during the school day as well as ensemble rehearsals after school. The original story incorrectly characterized Weston as not having a pull-out instrumental music program.
Newton also offers instrumental instruction during the school day. Fourth-grade students may enroll in a fee-based program providing one 30-minute small-group instrumental lesson each week during the school day. Fifth-grade students who continue playing may participate in their school’s band or orchestra. Those ensembles meet once a week during the school day and are rehearsal and performance classes rather than small-group instrumental lessons.
Scheduling of Newton’s fourth-grade lessons and performance groups varies by school and is coordinated by music staff in cooperation with classroom teachers and principals.
