[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600074-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-600074-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","contributions-to-music-education-46-equitable-access-and-enrollment-in-ohio-secondary-schools","Contributions to Music Education - 46 - Equitable Access and Enrollment in Ohio Secondary Schools","","Equitable access to quality music education and healthy music class enrollment remain central goals for music teachers and advocates. Although many Ohio public secondary schools offer music classes, fewer than half of students enroll. The study examines statewide disparities in equitable access and enrollment for Ohio secondary music classes by analyzing online dashboard data across locale and equity-related factors. Results show inconsistent locale-based differences and weak relationships between those factors and school music enrollment. Findings support advocacy for initiatives tailored to individual school contexts rather than one-size-fits-all policies.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/contributions-to-music-education-46-equitable-access-and-enrollment-in-ohio-secondary-schools/600074/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/contributions-to-music-education-46-equitable-access-and-enrollment-in-ohio-secondary-schools/600074.png","ImageObject",300,407,{"name":42,"@type":43},"nayy☆","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does the study define the core problem it investigates?","Question",{"text":63,"@type":64},"It focuses on equitable access to secondary music classes and whether students actually enroll, despite many schools offering at least one music class.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What data and variables does the study analyze for Ohio secondary schools?",{"text":68,"@type":64},"The study compiles data reflecting music access and enrollment variables from online dashboards and examines differences by locale and whether an equity factor predicts enrollment percentage.",{"name":70,"@type":61,"acceptedAnswer":71},"What do the results suggest about factors linked to locale and music enrollment?",{"text":72,"@type":64},"The findings indicate inconsistent differences by locale and poor (weak) relationships between those same factors and a school’s music enrollment.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},600074,1792192236,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Contributions to Music Education Vol. 46 (2021), pp. 169-188.  \nBenJaMin c. Helton Case Western Reserve University  \nallison M. Paetz Case Western Reserve University  \nEquity of Music Access and Enrollment in Ohio Secondary Schools  \nEquitable access to a quality music education for all students and healthy music class enrollment continue to be prominent goals for music teachers and advocates  . While 92% of Ohio public secondary schools offer at least one music class, fewer than half of all students actually enroll  . Past literature on equitable access to and enrollment in music classes offers a complex and conflicting depiction due to scholars either looking at national data sets or individual case studies, but few bounded by a single state  . In order to dissect the problem of equitable access and enrollment in secondary music classes for the state of Ohio, we collected data reflecting these variables from online dashboards and analyzed them to find significant differences by locale (city, suburban, town, rural) and whether any equity factor predicted enrollment percentage in a public secondary school  . Results reflected inconsistent differences between factors based on locale and found poor relationships between those same factors and a school’s music enrollment  . Advocates could utilize these results to justify initiatives meant to adapt to individual school contexts as opposed to state or localewide solutions to broadly stated music access and enrollment problems  .  \nKeywords: music access, music enrollment, advocacy, policy, secondary music education  \nIntroduction  \nLarge-scale school curricular reforms often exist as ephemeral phenomena, destined to revert back to the status quo. In a discussion of education reform, Tyack and Tobin (1994) bluntly stated that “where [curricular] reforms stuck, typically the schools had been progressive even before the study and had continued to experiment afterward”(p. 469) . In other words, noticeable changes to the normative expectations of American schools occurred more permanently at the individual school level compared to any national movement. A common theme in  \nContributions to Music Education  \neducation reform revolves around the accepted curriculum for secondary schools, particularly when deciding which classes to include as part of the requirements for graduation. Historically, subjects like math and science possessed secure places in high school graduation requirements, so they did not compete for legitimacy in a school’s schedule in the same way as elective classes like music. But why are some classes given more academic weight than others? Given that post-secondary success remains a common goal of educators, this question feels especially salient as high schools become more racially diverse and local grade point averages predict post-secondary success more reliably than nationally standardized tests like the SAT (Allensworth & Clark, 2020) .  \nWithin this varied curricular framework, secondary music classes (SMCs) operate as important, but mostly optional, choices for students. Pendergast (2020), in a review of literature on curricular music access, posits that “structural factors are related to the contextual influences that support or block equitable access to [SMCs]”(p. 9). Due to their optional nature in the grammar of schooling (Tyack & Tobin, 1994), SMCs tend to vary widely in availability, quality, and relevance depending on any number of school-level factors (Abril & Gault, 2008; Elpus, 2014, 2017, 2020; Miksza, 2013; Pendergast, 2020). Pressure from top-down policies such as state graduation requirements and testing heavily influence local administrative decisions such as course offerings (Abril & Gault, 2008) . In Ohio, the setting for the present study, some budgetary structures have created unconstitutional inequality between schools based on locale and race (Fewell et al., 2019; Phillis, 2005), which exacerbate limitations on the types of music classes o","cbCaigI7LIVphsce","https://ap.wps.com/l/cbCaigI7LIVphsce","pdf",219470,"English","# Introduction\n## Music curricular reform and the role of secondary music classes\n## Equity of access and enrollment in Ohio secondary schools\n## Research focus, data sources, and analytical approach\n## Prior findings on predictors for music availability and enrollment","[{\"question\":\"How does the study define the core problem it investigates?\",\"answer\":\"It focuses on equitable access to secondary music classes and whether students actually enroll, despite many schools offering at least one music class.\"},{\"question\":\"What data and variables does the study analyze for Ohio secondary schools?\",\"answer\":\"The study compiles data reflecting music access and enrollment variables from online dashboards and examines differences by locale and whether an equity factor predicts enrollment percentage.\"},{\"question\":\"What do the results suggest about factors linked to locale and music enrollment?\",\"answer\":\"The findings indicate inconsistent differences by locale and poor (weak) relationships between those same factors and a school’s music enrollment.\"}]","Contributions to Music Education - 46 - Equitable Access and Enrollment in Ohio Secondary Schools | PDF",1792089981]