A Mixed Methods Study on the Status of School Orchestra Programs in Oregon: An Explanation of Inhibiting and Promoting Factors

Abstract

The purpose of this explanatory sequential mixed methods study was to examine the status of school orchestra programs in Oregon and to explain the reasoning behind the descriptive data. The quantitative phase of the study reported the data on the number of school districts and schools by type that offer orchestra instruction as well as the profile of those schools, their orchestra programs, and orchestra teachers. Unexpected findings from the quantitative phase indicated that among the three large school districts that are comparable in size, budget, and students’ demographics, only one offers orchestra instruction in every school within the district ( n = 65) while the other two districts offer orchestra instruction in one high school each. This finding prompted the qualitative phase of the study that illuminated factors that inhibit and promote the quality of education within Oregon schools. The mixed methods findings explained the discrepancy in music offerings among the three large school districts through the perspectives of the three arts administrators, one from each district.

Status of Band and Orchestra Programs in North Carolina

“…This likely inflates the state averages reported in this study, so a more comprehensive analysis of school course offerings from the North Carolina Department of Public Instruction could better illuminate these averages. Nonetheless, these results affirm disparity of access to string instruction as found nationally and within individual states (Gillespie & Hamann, 1998, 2010Hamann et al, 2002;Ihas, 2019;Schmidt et al, 2006;Smith, 1997;Smith et al, 2018;Tast, 2014).…”

“…More broadly, the results of this study continue to shed light on core issues of access and diversity within music education. As several recent studies have also affirmed, music education trends within individual states can vary considerably (Abeel, 1995; Horvath, 1993; Ihas, 2019; Sanderson et al, 2019; Schmidt et al, 2006; Tast, 2014). Researchers should continue to investigate band, orchestra, and other music programs at the individual state level to more deeply illuminate national findings.…”

“…Overall, orchestra was offered in 36% to 42% of all schools, less than band (91–93%) and chorus (83–89%) (Abril & Gault, 2008; Elpus, 2017; Gillespie & Hamann, 1998, 2010; Hamann et al, 2002; Smith, 1997; Smith et al, 2018). Examinations of individual states revealed orchestra was offered in only a small portion of school districts: Virginia (25.8%), Indiana (16%), Kansas (12%), and Oregon (12.18%) (Abeel, 1995; Ihas, 2019; Schmidt et al, 2006; Tast, 2014).…”

“…If the profession believes that music is for all, then we must evaluate the current status of music education in the schools. Several researchers have systematically investigated music education programs at the state and national levels and found disparities in music course offerings, music teacher demographics, teaching responsibilities, (e.g., the specific courses that teachers are expected to teach), and how music programs are funded (Abeel, 1995; Gillespie & Hamann, 1998, 2010; Hamann et al, 2002; Horvath, 1993; Ihas, 2019; Sanderson et al, 2019; Schmidt et al, 2006; Smith, 1997; Smith et al, 2018; Tast, 2014). These data inform our awareness regarding access and equity in music education, most predominately in the area of string education.…”

String Teacher Preparation Programs in the United States

“…Fortunately for the stakeholders, the district was able to partner with local universities to place advanced music education majors in the classroom with substitute teachers with the hope that the preservice teachers could be hired full-time upon graduation (Schimek, 2002). Of course, the reality is that many districts across the country lack the resources of the Oklahoma City Public Schools and continue to operate without an orchestra program (Ihas, 2019; Schmidt et al, 2006; Tast, 2014). Exacerbating the problem may be the lack of full-time, dedicated string music education faculty and subsequent lack of string-specific courses in music education curricula (Gillespie & Hamann, 1999; Lesniak, 2008).…”