A National Analysis of High School Music Course Grades

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Music Education Pub Date : 2024-07-27 DOI:10.1177/00224294241259483
Brian P. Shaw
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Abstract

The purpose of this study was to describe the grades given to students in U.S. public high school music courses and to examine the relationships between student characteristics, music course grades, and grades in additional subjects. Using descriptive statistics, logistic regression, and latent profile analysis, I analyzed over 5,000 student transcripts from the U.S. Department of Education’s High School Longitudinal Study of 2009 that contained at least one grade in music. Fifty-six percent of all music grades were As, and 79% were As or Bs. Ensemble grades were generally higher than general music grades, which were more evenly distributed. Regression modeling revealed that ethnoracial identity, socioeconomic status, and having an individualized education program (IEP) were closely associated with students’ music grades, with students representing two or more minoritized populations being particularly unlikely to earn an A in music. Latent profile analysis illustrated that student demographics explained differences in music grades even among students with equivalent grades in other school subjects.
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全国高中音乐课程成绩分析
本研究旨在描述美国公立高中音乐课程的学生成绩,并研究学生特征、音乐课程成绩和其他科目成绩之间的关系。我利用描述性统计、逻辑回归和潜在特征分析,分析了美国教育部 2009 年高中纵向研究中至少包含一个音乐成绩的 5000 多份学生成绩单。56%的音乐成绩为A,79%为A或B。合奏成绩普遍高于普通音乐成绩,而普通音乐成绩的分布更为均匀。回归模型显示,种族身份、社会经济地位和是否有个性化教育计划(IEP)与学生的音乐成绩密切相关,代表两个或更多少数群体的学生尤其不可能在音乐方面获得 A。潜在特征分析表明,即使在学校其他科目成绩相当的学生中,学生人口统计学也能解释音乐成绩的差异。
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来源期刊
CiteScore
3.40
自引率
7.10%
发文量
20
期刊介绍: The quarterly Journal of Research in Music Education comprises reports of original research related to music teaching and learning. The wide range of topics includes various aspects of music pedagogy, history, and philosophy, and addresses vocal, instrumental, and general music at all levels, from early childhood through adult.
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