FROM THE DESK

From the Executive Director

Jay Wardeska, Executive Director

Jay Wardeska, Executive Director

There is a great deal of energy throughout OMEA right now—and I hope you have noticed.

In talking with members, at the PDC, and in the work happening behind the scenes, there is a renewed sense of momentum. New ideas are taking shape. We are setting goals and establishing new programming. Moreover, long-standing traditions are evolving in meaningful ways. And perhaps most importantly, there is a shared commitment to not just maintaining what we have built, but to strengthening and ensuring that OMEA’s programming is relevant for our future.

This kind of growth does not happen by accident. It is the result of dedicated educators, engaged volunteers, thoughtful leadership, and a membership that continues to believe in the value of what we do. It is reflected in the strength of our events, the expansion of our initiatives, and the increasing ways we can support both teachers and students across Ohio.

At the same time, we are not standing still. We are asking important questions about how we serve our members, how we expand access for students, and how we position music education to thrive in a changing educational landscape.

There is much to be encouraged by, and there is important work ahead.

All-State Participation: Who We Reach—and Who We Miss

One of the most important measures of the health of our All-State program is not just how the ensembles perform musically, but who they reach.

In 2026, our five All-State ensembles served 524 students across Band (90), Choir (158), Orchestra (117), Children’s Choir (138), and Jazz (21). While that number represents a meaningful cross-section of students, it is only a fraction of those who are eligible—and capable—of participating.

From a financial standpoint, the program continues to operate as a mission-driven expense rather than a revenue-generating activity. Overall, participation fees covered approximately 85% of total program costs, leaving a 15% gap that is absorbed through the broader work of the association. In practical terms, this means that All-State does not produce revenue; instead, it requires ongoing support to sustain the level of experience our students and directors expect.

At the ensemble level, the percentage of expenses covered by participation fees is remarkably consistent—generally falling between 82% and 94%—which reinforces that this is not a matter of a single program area, but a reality across all five ensembles. The largest costs—student meals and facilities—are essential components of the experience and together account for more than half of total expenditures. Even with thoughtful additions this year, such as program advertising and patch sales, which helped offset specific costs involved in producing each, the overall program still operates at a deficit.

Taken together, the data presents a clear picture: the All-State program is not designed to generate revenue, but to deliver opportunity.

What is equally important is how participation is distributed.

Ohio’s student population is roughly divided among suburban (35%), urban (28%), and rural/small town (35%) communities. Our All-State auditions and selections, however, do not always mirror that balance. Like many educational opportunities, participation tends to skew toward areas with greater access—both in terms of resources and in terms of encouragement.

And that last point matters more than anything.

Students are most likely to audition when they are encouraged and supported by their teachers. Conversely, many students who are fully capable of success never audition—not because they lack ability, but because they (or sometimes their teachers) believe they will not be selected.

We see the evidence of this every year.

A recent example: the first chair trumpet in the All-State Band came from one of the smallest rural schools in Ohio. Not a large suburban program. Not a historically dominant ensemble. A small school—with a student who auditioned.

That story is not an exception. It is a reminder.

If there is a message in this data, it is not simply about finances or participation rates. It is about access, encouragement, and belief. The All-State experience is not reserved for a particular type of school or student—it is available to any student willing to prepare and take the opportunity.

Our challenge moving forward is clear: not just to sustain the program, but to expand the mission. We have plans in the works to expand both access to All-State programming and the type of programming available. We hope to begin to establish these expanded programs soon.

A Statewide Partnership: Expanding Access Through Collaboration

One of the most promising initiatives this year is the formation of a true statewide partnership among the Ohio Music Education Association, the Ohio Foundation for Music Education, the Ohio Alliance for Arts Education, and the Ohio Arts Council.

While each of these organizations has long worked in support of arts education, this relationship represents something different. It is a coordinated effort to align our collective strengths—advocacy, funding, professional expertise, and statewide reach—around a shared goal: expanding access to music education for Ohio’s students.

At the center of this work is Music Matters Ohio, a statewide initiative focused on a simple but significant need—getting instruments into the hands of students who otherwise would not have access. Across Ohio, there are countless instruments sitting unused in closets, attics, and storage rooms, while at the same time, there are students in our schools who are ready and eager to participate but lack the necessary resources. This initiative is designed to bridge that gap through a coordinated method of donation, refurbishment, and redistribution.

What makes this effort particularly meaningful is not just the outcome, but the partnership itself.

Through this collaboration, these organizations are demonstrating what is possible when we move beyond parallel work and instead engage in cooperation. Community members donate instruments. Partners coordinate collection and evaluation. Instruments are repaired when needed and then placed directly into schools through music educators—ensuring they reach students who will use them. It is a system built not just on generosity, but on intentional strategy.

In the short term, this initiative removes one of the most persistent barriers to participation in music programs. In the long term, it strengthens school music programs, engages communities as active partners in education, and builds a sustainable plan for continued access across the state.

Perhaps most importantly, this partnership reflects a broader truth about our work.

No single organization—no matter how strong—can meet all the needs of students alone. But together, with shared purpose and aligned effort, we can create new opportunities.

I am grateful to our partners at the OFME, OAAE, and the OAC for being willing to join forces and work together to improve access to the necessary resources for all students in Ohio.

The Current Landscape: Challenges and Commitment

Across Ohio, school boards and administrators are navigating an increasingly complicated financial environment—one shaped by a combination of state policy decisions, expiring federal resources, and increasing costs.

At the state level, funding continues to be calculated using data that no longer reflects current economic realities, while inflation has significantly increased the cost of transportation, utilities, and basic operating expenses. At the same time, changes in policy have redirected substantial public funding away from public schools and reduced local revenue streams, creating a widening gap between what districts receive and what it actually costs to educate students today.

Layered on top of this is the ending of federal pandemic relief funds, which for several years supported staffing, student services, and programs. As those funds have disappeared, districts have been forced to make difficult decisions—often very quickly—about how to prioritize limited resources.

The result is something we are seeing across communities of all sizes and types.

Districts are reducing staff through attrition and layoffs, consolidating buildings, increasing class sizes, and alarmingly reducing elective offerings. In some places, this has meant shared staffing across multiple buildings, reduced instructional time for music and the arts, increased participation fees for students, or limitations on transportation and extracurricular opportunities. In some situations, long-standing programs are being dramatically scaled back or, in some cases, eliminated entirely.

It is important for you to know that you are not navigating this alone.

OMEA is actively engaged at the Statehouse—advocating for funding that accurately reflects the real cost of education and guarantees access to a well-rounded curriculum that must include music. We are working in partnership with state and national organizations to address these concerns, share data, and ensure that the voice of music education is part of the broader conversation about the future of education.

We are also listening.

If you are experiencing potential cuts—whether in staffing, scheduling, resources, or student access—we want to hear from you. Your information helps us better understand what is happening across the state and strengthens our ability to advocate effectively on your behalf. Feel free to email me (executive_director@omea-ohio.org) or any members of the Board of Trustees. We want and need to hear from you.

This moment presents real challenges. But it also presents an opportunity—for alignment, for advocacy, and for a reaffirmation of why this work matters.

And as always, we will continue to stand with you in that work.

Looking Ahead

As we look ahead, there is much to be encouraged by. The Ohio Music Education Association remains strong, growing, and deeply committed to the work that matters most—supporting you and the students you serve. We recognize the challenges many of you are navigating, and we do not take them lightly. Please know that you are not alone in this work. We are advocating, we are listening, and we are standing alongside you. Together, we will continue to ensure that music education not only endures in Ohio but thrives. As our mission statement reads, we must not rest until “all students have equal access to high quality music instruction delivered by licensed music teachers through comprehensive school programs in general, instrumental, and choral music education.”

Jay Wardeska serves as the Executive Director of the Ohio Music Education Association (OMEA) and the Ohio Foundation for Music Education (OFME). He has held numerous leadership roles within OMEA, including District President, All-State Ensembles Chair, All-State Task Force Chair, and Adjudicated Events Chair, and has served extensively as an adjudicator for solo and ensemble, large group, and marching band events. Currently a Ph.D. candidate at The Ohio State University, Jay holds degrees from Kent State University (M.M.) and the University of Mount Union (B.M.E.). He taught music in Ohio for over 30 years and was named the 2013 National Band Director of the Year by the National Association for Music Education (NAfME) and the U.S. Army Band.
Jay remains active as a conductor and performer. He serves as Music Director of the Brass Band of the Western Reserve, is a frequent guest conductor, and performs as a trumpet player with the Buckeye Brass. His professional honors include participation in the NAfME U.S. Army All-American Band Directors Academy, recognition as a Grammy Music Educator of the Year Quarterfinalist, the Medina County Arts Council Service to the Arts Award, the National Band Association Citation of Excellence, the National Excellence in Teaching Award, and designation as a Martha Holden Jennings Foundation Scholar.

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