This study is a comparison of the Ohio Proficiency Test (OPT) results of instrumental music students and their noninstrumental classmates according to socioeconomic status (SES) over time. Subjects ( N= 15,431) were students in the Columbus Public Schools in Ohio, whose fourth-, sixth-, and ninth-grade OPT results were compared with others of like SES on the subjects of citizenship, math, science, and reading. Results show that instrumental students outperformed noninstrumental students in every subject and at every grade level. Instrumental students at both levels of SES held higher scores than their noninstrumental classmates from the fourth grade, suggesting that instrumental music programs attract higher scorers from the outset of instruction. Results also show a pattern of increased achievement by lower SES instrumental students, who surpassed their higher SES noninstrumental classmates by the ninth grade in all subjects. September 15, 2005 March 20, 2006

The purpose of this mixed methods study was to learn about the ways that instrumental music teachers in Chicago navigated the urban landscape. The design of the study most closely resembles Creswell and Plano Clark’s (2007) two-part Triangulation Convergence Mixed Methods Design, with the addition of an initial exploratory focus group component. Research questions focused on the contextual knowledge that the teachers held regarding their students and communities, the specialized skills they relied upon to be successful, the attitudes and beliefs they held toward teaching instrumental music in an urban school, and the challenges and rewards that they perceived from teaching in this context. The results suggest that the instrumental music teachers utilized their knowledge of the urban context to modify their general pedagogical approach, that they believed a specialized set of skills was required for success in the urban context, that they had relatively positive levels of job satisfaction and believed strongly in the development of their students’ potential, and that they faced serious challenges to the success of their programs but also perceived great reward from the personal and musical improvement of their students.

The purpose of this collective instrumental case study was to examine the experiences of six undergraduate students from traditionally marginalized populations with regard to their preparation for, admission to, and retention within a music education degree program. Analyzed and reported through the lens of critical theory, data sources included semistructured interviews with the participants and structured interviews with their high school music teacher and a university-based mentor. Participants described a lack of resources with regard to their preparation for auditions as well as a lack of information regarding the application and audition process. Such inhibiting factors were mediated by personal initiative, hard work, and dedication. The presence of role models and mentors was considered an important aid to their retention within music education degree programs. Participants also provided suggestions for improving access, admission, and retention of students from traditionally marginalized populations.

This article encourages music teachers to consider the complexity of their students’ cultural identities and the role these identities play in the formation of students’ self-concept. The musical heritage students bring to the classroom may provide a rich foundation of experience for teaching and learning music. Readers are challenged to consider their own cultural backgrounds and experiences for possible preconceptions that may affect the classroom. Culturally relevant pedagogy is discussed as a way to improve the connection between school music curricula and student cultural identity, with specific suggestions and resources provided for the refinement of both curricular content and teaching.

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