Evaluating the Effect of No Child Left Behind on U.S. Music Course Enrollments
Bibliographic Data
| ID | 10201231 |
|---|---|
| Authors | Kenneth Elpus (0000-0002-1743-6498, University of Maryland, College Park, MD, USA, corresponding author) |
| Year | 2014 |
| Volume | 62 |
| Issue | 3 |
| Pages | 215-233 |
| Publication date | 2014-05-20 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Research in Music Education (JOURNAL) |
| Journal identifiers | ISSN: 0022-4294 • E-ISSN: 1945-0095 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/0022429414530759 |
| OpenAlex | W2036131015 |
| Language | EN |
| Citations received | 23 |
| References cited | 23 |
The purpose of this study was to investigate nationwide enrollment in high school music courses from 1982 until 2009 to determine what trends in music enrollment existed and whether these trends were affected by the passage and implementation of the No Child Left Behind Act of 2001 (NCLB). With data from 10 separate nationally representative high school transcript studies conducted by the National Center for Education Statistics, a unique data set was constructed that tracked the transcript-indicated 9th- through 12th-grade music course enrollment patterns for the U.S. graduating classes of 1982, 1987, 1990, 1992, 1994, 1998, 2000, 2004, 2005, and 2009. Descriptive results showed that overall music enrollment patterns were relatively stable in the public schools, with roughly 34% of all students consistently enrolling in at least one music course during high school across all cohorts. Abbreviated interrupted time series analyses suggest that NCLB had no effect on overall music enrollment rates but exacerbated the preexisting underrepresentation in music courses of Hispanic students, English language learners, and students with Individualized Education Plans
Academic achievement · Accountability · Descriptive statistics · Mathematics education · Medical education · Music education · No child left behind · Pedagogy · Political science · Sociology · Statistics education · Trend analysis · Demography · Diverse Music Education Insights · Education Methods and Practices · Mathematics · Medicine · Psychology · School Choice and Performance
Finding footprints
A demographic profile of high school music courses in New York
Assessing accessibility
“It’s More Than Playing Music”
Please unmute your microphone
Experiences of Stakeholders in a Full-Inclusion Secondary Instrumental Ensemble
Perceived Factors Impacting School Music Programs
It Really Comes Down to the Community”
I Want to Be a Better Person and a Better Teacher”
Did the frequency of early elementary classroom arts instruction decrease during the no child left behind era? If so, for whom
Is Music Education in Tune With the Pursuit of Equity? An Examination of Access to Music Education in Michigan’s Schools
Singing Ability, Musical Self-Concept, and Future Music Participation
Bullying Victimization Among Music Ensemble and Theatre Students in the United States
Secondary Students’ Preferences for Various Learning Conditions and Music Courses
Music Participation Among Public School Students in Metropolitan China
Music Teacher Licensure Candidates in the United States
Just Ask Me
The Vulnerability of Urban Elementary School Arts Programs
Do Declining Enrollments Predict Teacher Turnover in Music
A Motivational Sequence Model of High School Ensemble Students’ Intentions to Continue Participating in Music
Selected Nonmusic Predictors of Urban Students’ Decisions to Enroll and Persist in Middle and High School Music Ensemble Electives
Building and District Policies Impacting Music Instruction
A symphony within
Rotten Apples
On Chi-Squared Tests for Multiway Contingency Tables with Cell Proportions Estimated from Survey Data
Accountability, incentives and behavior
The impact of no Child Left Behind on student achievement
The State of Music in Secondary Schools
High School Music Ensemble Students in the United States
The State of Music in the Elementary School
High-Stakes Testing and Curricular Control
| Unique citing works | 23 |
|---|---|
| Citations per year | 1,92 |
| Citation span | 2014 - 2025 (12) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 23 |