Music Programs in Charter and Traditional Schools

Kelley, Jamey; Demorest, Steven M.

doi:10.1177/0022429416630282

Cited by 14 publications

(7 citation statements)

References 24 publications

(28 reference statements)

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“…Researchers have documented the effects of these forces on students' ability to engage in curricular music instruction. Large schools have tended to offer music instruction more often than small schools (Elpus, 2017;Kelley & Demorest, 2016), and suburban schools have offered music more often than rural and urban schools (Frierson-Campbell, 2007;Miksza & Gault, 2014;cf. Elpus, 2017).…”

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confidence: 99%

Music Education Opportunities in Ohio K–12 Public and Charter Schools

Shaw

2021

Journal of Research in Music Education

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The purpose of this study was to examine which Ohio schools offered curricular music courses and the rates at which students participated in those courses. The analysis involved descriptive statistics, analysis of variance, logistic regression, and partially nested multilevel modeling using data from the Ohio Department of Education ( N = 3,222 schools). The investigation revealed that charter schools offered music courses far less often than public schools. However, in charter schools that did offer music, students participated at higher rates than those in public schools. Nearly all public schools featured music classes. The exception was high schools in the highest poverty urban neighborhoods, 31% of which had no curricular music. Students identified as Black, Hispanic, or indigenous were more likely to attend schools without music programs. Elementary students enrolled in an average of 1.00 music classes per year, whereas middle and high school students enrolled in 0.67 and 0.35 music classes per year, respectively. Suburban districts saw the greatest decline in music participation as students progressed to high school. Urban schools with greater percentages of white, non-Hispanic students had higher music enrollment rates.

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confidence: 99%

Music Education Opportunities in Ohio K–12 Public and Charter Schools

Shaw

2021

Journal of Research in Music Education

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“…For approximately the last two decades, the dominant school reforms have been standards-based education, test-based accountability, school choice, and decentralized governance. In music education, the research has focused on the implementation of the 1994 National Standards for Music Education (Bell, 2003;Byo, 1999;Orman, 2002), the effects of Goals 2000, the No Child Left Behind Act of 2001, and Race to the Top on music education (Elpus, 2013(Elpus, , 2014Fusarelli, 2004;Gerrity, 2009), charter schools (Austin & Russell, 2008;Elpus, 2012;Kelley & Demorest, 2016), and the implications of site-based POLICY AND THE K-12 MUSIC TEACHER management (Fitzpatrick, 2012).…”

Section: Studies Of Resources Organizations and Educational Reformmentioning

confidence: 99%

“…Elpus found that choral music was the most commonly offered course, whereas Austin and Russell found general music to be most common. More recently, Kelley and Demorest (2016) compared music programs in Chicago's elementary schools. In their study, charter schools had a higher instance of music programs than traditional schools.…”

Section: Policy and The K-12 Music Teachermentioning

confidence: 99%

Policy and the K–12 Music Teacher: A Literature Review

Kos

2018

Update: Applications of Research in Music Education

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Music teaching lies at the intersection of policy, research, and practice. An awareness of policy context and how policies impact teachers is essential for those in the music education profession. In particular, such an understanding can allow teachers to better adapt to and implement policies so that they might maintain and grow their programs and feel more satisfied in their jobs. This review of literature investigates scholarly literature published in music education research journals with implications for teachers' classroom practice and their professional lives. It includes studies of resources, organizations, and educational reform, teachers and teaching, institutions and actors, and access, in addition to descriptions of policy. Implications for teachers related to policy awareness, access for all students to a variety of musical activities, and music education advocacy are discussed. POLICY AND THE K-12 MUSIC TEACHER Policy and the K-12 Music Teacher: A Literature Review In education, practice, research, and policy should inform one another (Barrett, 2011; Jones, 2009). Barrett envisioned music teachers in the center of a Venn diagram where research, policy, and practice overlap. Teachers, Barrett noted, regularly implement policies in their classrooms and consider research when choosing what and how to teach. At the same time, teachers are creating policies in their own classrooms when they develop curricula or classroom procedures. Through their advocacy efforts, teachers influence the decisions of others who develop policy, as well. Jones articulated a similar relationship, but argued that in music education, there was insufficient research on policy, that most professionals had no more than a passing understanding of policy, and that due to these factors, the profession lacked the capacity to influence policy adequately. In the short time since Jones wrote those words, there has been a considerable increase in the amount of research published in music education journals and presented at conferences on policy-related topics. A better understanding of that research may better position teachers and others in music education to respond to policies that affect them in their classrooms and in their professional lives, as well as to influence policy development and policy implementation (Jones, 2009).

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“…The various authors' use of these terms suggests that they are more or less interchangeable. Regardless of the type of school (Kelley & Demorest, 2016) and controlling for such individual-and schoollevel effects as socioeconomic status (SES), race/ethnicity, peer influence, urbanicity, and number of music teachers (Miksza, 2010), the relationship between participation in music and academic achievement holds. Johnson and Memmott (2006) refined the relationship of participation and achievement by linking higher academic achievement to participation in a quality music program, regardless of SES at the school level.…”

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Multilevel Models of the Relationship Between Music Achievement and Reading and Math Achievement

Bergee

Weingarten

2020

Journal of Research in Music Education

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We used multilevel mixed modeling to test the extent to which students’ music achievement scores were related to their reading and math achievement scores. Of the four levels examined (individual students, classrooms, schools, and districts), only individuals and districts accounted for a significant portion of the total variance in achievement scores. We studied several background variables potentially affecting academic achievement among individuals: grade level, gender, educational attainment of parents/guardians, free/reduced-price lunch, ethnicity, and urbanicity. We also incorporated district-level variables of sex, ethnicity, parent/guardian education level, and free/reduced-price lunch along with principal component scores for four district-level latent variables—district achievement, district behavior, available funds, and local revenue. Fourth through eighth graders ( N = 1,081) from seven midwestern school districts participated in the study. Students sat for a representative portion of the first two of the Music Achievement Tests (MAT-1 and MAT-2). We developed separate models for reading and math achievement. No significant differences were found among the districts’ intercepts or slopes. With the aforementioned variables controlled for, both MAT-1 and MAT-2 (controlling for one another as well) demonstrated a strong relationship with reading and math achievement ( ps < .0001).

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Music Programs in Charter and Traditional Schools

Cited by 14 publications

References 24 publications

Music Education Opportunities in Ohio K–12 Public and Charter Schools

Music Education Opportunities in Ohio K–12 Public and Charter Schools

Policy and the K–12 Music Teacher: A Literature Review

Multilevel Models of the Relationship Between Music Achievement and Reading and Math Achievement

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