Characteristics of band programs in a large urban school district: Diversity or inequality?

Abstract This study focused on the characteristics of band programs (n = 25) in schools of contrasting socio-economic status (SES) within one of the largest school districts in Texas. In agreement with the results of national studies, we found that schools with fewer minorities or with lower proportions of disadvantaged students had more financial resources, more adequate facilities, and more supportive parents than schools with a higher proportion of minority students or disadvantaged students. The differences among contrasting SES schools were in the number of students taking private lessons in and out of school, the general support of parents, the specific involvement of parents in booster clubs, the program fees, the access to external funds, fundraising moneys, availability of financial aid for students, and the adequacy of technological resources. No differences in teacher characteristics such as experience, schedule, and class time allocations were found among the school SES categories. These results stress the importance of asking not only whether students have equal access to music education programs, but also whether they have equal access to equally good programs. There is limited current information specific to band programs and their general status in the public schools. A national survey completed more than 10 years ago indicated that approximately 15% of high school students participated in band and that band teachers had substantial experience and academic preparation (Miles, 1993). Almost 60% of the teachers surveyed had completed graduate work and, as an average, band directors had been teaching for approximately 15 years. Also positive were the results of a statewide survey conducted in New Jersey 20 years ago (Campbell, 1985): Band directors in the state were experienced and dedicated teachers, students had access to a wide variety of band offerings and instrumental lessons, and the facilities, equipment, and supplies were adequate at most schools. Surveys conducted at the state level, however, often present contrasting results that may indicate disparities in the characteristics of the band programs in different regions of the country and even within the state. For example, Fox (1987) found that in Louisiana, band directors in a large city were experienced teachers but without the academic preparation of the average teacher in the rest of state, whereas Hearne (1986), in a statewide survey of band directors in the same state, showed that most teachers held graduate degrees. Inadequate funding is and has been one of the most pressing issues for band directors. A study completed in North Carolina concluded that funding was inadequate especially at the middle school level and although bands received the most funding among the arts programs, these programs were required to raise approximately half of their total budgets (Chenault, 1994). Similarly, a statewide survey of band directors in Alabama showed that 85% of the bands received most of their funding from parent organizations (Galloway, 1985). Indeed, in Alabama, there was a reportedly lack of funding of band programs by school districts, a problem that affected the availability and quality of instruments in the schools (Jones, 1987). This finding was supported by a national survey of band directors that indicated that the source of funding for music programs has shifted from the school to the parents (Miles, 1993). Many parents whose children dropped out of band feel that costs to remain in band were prohibitively high and band directors reported that only 24% of their programs were fully funded by the school boards (Prescott, 1982). The perception that band fees need to be reduced was also the conclusion of a study conducted by the Office of Educational Research and Improvement (1996). What are the fees required for participation in band programs in the public schools? How does fundraising differ between schools and what is the impact of fundraising activities on the availability and quality of the band program? …