Influence of Starting Grade and School Organization on Enrollment and Retention in Beginning Instrumental Music

Bibliographic Data

ID10199352
AuthorsLinda Hartley (0000-0002-6459-179X, University of Dayton, corresponding author), Linda A Hartley (University of Dayton)
Year1996
Volume44
Issue4
Pages304-318
Publication date1996-12-01
Open AccessYes
TypeARTICLE
VenueJournal of Research in Music Education (JOURNAL)
Journal identifiersISSN: 0022-4294 • E-ISSN: 1945-0095
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.2307/3345443
OpenAlexW1987996175
LanguageEN
Citations received4
References cited2

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. Specifically, 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

Academic achievement · Grade level · Grade retention · Instrumental music · Mathematics education · Medical education · Diverse Music Education Insights · Early Childhood Education and Development · Medicine · Neuroscience and Music Perception · Psychology

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