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The purpose of this study was to investigate three primary variables concerning the starting grade level of beginning string instruction in public schools: (a) initial enrollment, (b) retention data for both the end of the first year and at the seventh-grade year of instruction, and (c) music performance level in the seventh grade. Secondary variables including schedule of instruction, decision makers, grade-level organization, and private lessons also were examined. Research objectives were developed to provide string teachers with information for use when they consider the grade level of beginning instruction in their school districts. Later starting grades yielded the highest retention rates, when retention data for both the end of the initial year of instruction and the beginning of seventh grade were compared with starting grade level. The starting grade level of instruction did not, however, affect initial enrollment figures or music performance of string ensembles.

The purpose of this study was to explore differences in enrollment and retention of instrumental music students between the initial grade level of instruction and Grade 7. Specificaly, fifth-and sixth-grade starting levels were examined. Two organizational structures of grade levels were also compared: those that housed Grades 5 and 6 in the same building (unified), and those that housed Grades 5 and 6 in separate buildings (split). Subjects were elementary, middle, and junior high school band directors (N = 45)from Indiana, Ohio, and Virginia. A questionnaire that asked for information pertaining to various stages of enrollment and retention was distributed to directors. Results indicated that initial-year retention was significantly higher in those schools that started training in Grade 5. However, percentages of enrollment and retention were not significantly affected by starting grade or grade-level organization by the time students reached Grade 7. Enrollment and retention in school instrumental music programs are of growing concern among music educators and administrators. Although many programs start with a satisfactory number of players, retention is emphasized as an important element in the maintenance and development of ensembles at the secondary level. This concern has prompted several research studies on instrumental music dropouts at various levels of instruction.Many causes of student dropout have been suggested, but scheduling conflicts and a lack of student interest are generally specified as major influences in instrumental music program attrition (Bergan,

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