Public High School Music Education in Maryland: Issues of Equity in Access and Uptake

Autor/in	Miller, David S.
Titel	Public High School Music Education in Maryland: Issues of Equity in Access and Uptake
Quelle	In: Journal of Research in Music Education, 71 (2024) 4, S.440-461 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Miller, David S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4294
DOI	10.1177/00224294231163848
Schlagwörter	Equal Education; Access to Education; High School Students; High School Teachers; Music Education; College Attendance; Student Characteristics; Institutional Characteristics; Public Schools; Grade 9; School Size; Predictor Variables; Maryland + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Musikerziehung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Public school; Öffentliche Schule; School year 09; 9. Schuljahr; Schuljahr 09; Prädiktor
Abstract	The purpose of this study was to investigate issues of equity in access, uptake, and outcomes of high school music education in the context of an individual state, Maryland. I explored equity through four angles: (a) representation among music students and teachers, (b) factors associated with access to music courses, (c) student and school characteristics associated with music enrollment, and (d) postsecondary enrollment outcomes of students who did and did not enroll in music. Sample members included all students enrolled in a public high school in Maryland belonging to the 2015 to 2016 ninth-grade cohort (N = 55,500) and public high school teachers (N = 17,250) during the 2015 to 2016 school year. Approximately 22% of all students were enrolled in a music course their ninth-grade year, and there were substantive differences in demographic representation in band, chorus, orchestra, piano, and guitar classes compared to the student body. Logistic regression results showed that school size was the most salient predictor of access to a music course. Multilevel modeling revealed student-, school-, and teacher-level characteristics were all associated with student enrollment in an ensemble music course. Finally, students who enrolled in music courses did not suffer an opportunity cost regarding college enrollment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01