Franklin, one way to compare the mus ed programs is to do side by side comparisons of the recommended curriculum and required courses, usually available through the university online handbook or the school/dept specific supplement. This will give you an idea of the depth of the program, the amount of involvement beginning with the first semester.
Look at the mix of non-music or ed electives and see if there is any room for D to structure these along her areas of personal interest, either by pursuing specific academic areas for general knowledge or additional music/educational related specific topics.
Credentials/backgrounds of the department heads, tenured faculty and their professional associations, awards, standing and recognition within the discipline by peers is another indicator of a good program.
Emphasis on peer to peer teaching for mus ed students, actual classroom observations, participatory programs like String
NSPC: NSPC or Band Projects and other direct immersion options like after school lessons, outreach, etc. are important in introducing both classroom and student/teacher techniques.
Hartt for example has both a freshman and sophomore "partnership", between
fall and spring semester breaks. It requires the student to pair with a local public school music teacher for a week to shadow, observe, and particpate in actual classroom activity. It's a mandatory requirement to their program, and serves as an early means of exposure to the classroom. Hartt also has an on-site magnet elementary school, and requires either String or Band project involvement for all music ed instrumental emphasis students. There is probably a mandatory similar requirement for general and vocal music ed majors, but I don't know if the magnet school is used for those programs.
Look at how each school handles state certification milestones and requirements, such as Praxis I and II, mandated general academic requirements in English, history, math and health areas. A good program will have the support in helping a student understand the process.
Involvement at the student level in professional organizations such as ASTA, MENC, MTNA and others is important... are there active on campus student run groups? Is participation optional, suggested or required of music ed majors? Does the program encourage or support attendance at regional or national annual conventions? Does the school itself serve as a hotbed for sponsoring professional workshops and continuing ed for professional development.
Try and get a handle on the student teaching semester. Geographic range of assisgnments, choices. Can student live on campus, must commute and how far, are alternative housing arrangements necessary?
Talk to music educators and administrators within D's potential areas of employment. What is their experience with grads from these schools?
Grad placement rates and employment percentages are important. Is the school's reputation local, regional or national?
I'm not well versed in Vanderbilt's rep, but both NYU and Hartt have very strong national reps in producing dedicated, well trained and sought after music ed teachers.
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