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Uses regression models combining race with SES to test whether race explains rating variance or participation. Results show race does not add statistically significant variance, while SES does. Provides expected rating effects by changes in low-SES enrollment and discusses implications for focusing on adjudicators’ verbal feedback and reconsidering ratings.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/relationships-among-race-poverty-and-band-ratings-fifty-years-after-desegregation/600274/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/relationships-among-race-poverty-and-band-ratings-fifty-years-after-desegregation/600274.png","ImageObject",300,407,{"name":92,"@type":93},"RuangKosong","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about band ratings and participation after desegregation?","Question",{"text":112,"@type":113},"It examines how marching band ratings and MPA participation frequency relate to schools’ racial demographics and to schools’ socioeconomic status (SES) after about fifty years of integration.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Do the results show race has an independent effect on band ratings?",{"text":117,"@type":113},"No. Regression models indicate race does not contribute a statistically significant amount to the variance in ratings or participation when combined with SES.",{"name":119,"@type":110,"acceptedAnswer":120},"What factor does contribute statistically significantly to band ratings and participation?",{"text":121,"@type":113},"Socioeconomic status (SES) contributes a statistically significant amount to the variance in both ratings and participation.",{"name":123,"@type":110,"acceptedAnswer":124},"What practical implication does the study suggest regarding band ratings?",{"text":125,"@type":113},"It suggests students and the profession may be better served by emphasizing verbal feedback from adjudicators and possibly eliminating ratings entirely.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},600274,1792170884,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},962090883219,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Contributions to Music Education Vol. 48 (2023), pp. 147-163.  \nTimothy J. Groulx University of North Florida  \nRelationships Among Race, Poverty, and Band Ratings Fifty Years After Desegregation  \nRacial disparities in band ratings have existed since schools were integrated, but recent studies have suggested such disparities may be more closely associated with poverty than race  . Previous research on school segregation focused on differences between Black and White schools, but the United States has become more diverse since the 1965 Immigration and Nationality Act  . The literature describes numerous inequalities based on race, as well as socioeconomic inequalities in band ratings  . This study examined band ratingsand frequency of participation at music performance assessments (MPAs) in relation to schools’ racial demographics after a half century of school integration, and in relation to the schools’ socioeconomic status (SES)  . Regression models that combined race with SES revealed that race did not contribute a statistically significant amount to the variance in ratings or participation, but SES did contribute a statistically significant amount to the variance in ratings and participation  . A marching band rating could be expected to be a full division lower for every 24 .4% increase of low SES students in a school, one division lower in concert performance for every 25 . 0% increase, and one division lower in sightreading for every 20 .4% increase  . Students, and the profession as a whole, may be better served by focusing more on verbal feedback from adjudicators and perhaps eliminating ratings entirely .  \nKeywords: band, ratings, race, socioeconomic status  \nHistorical research has shown significant differences in ratings by race when bands from segregated high schools first performed at integrated festivals in Florida in 1967 (Groulx, 2021). Additionally, Florida’s public schools were largely segregated as either Black or White schools in 1967, but over time Florida’s schools have become much more racially diverse (Pew Research Center, 2015) . This research has taken into consideration these demographic changes to determine how this diversity may have affected band ratings.  \nContributions to Music Education  \nThe slow process of school integration in the United States began with Brown vs. Board of Education (1954), but officials resisted integration making it largely ineffectual in most states until integration by busing was implemented after Swann v. Charlotte-Mecklenburg (1971) . Black schools suffered from high student-toteacher ratios, poor attendance, shorter school terms, deficient teacher education programs, poor teacher salaries, lower per-student funding, and inadequate physical facilities (Bracey, 1947; Caliver, 1935; Colson, 1933; Connor, 1937; Harris, 1932; McCuistion, 1932; Miller & Gregg, 1932; Moses, 1941; Phillips, 1932; Puryear, 1955; Reid, 1940; Skipper, 1947; Stewart 1978; Thompson, 1939; Williams, 1963) . One factor that inhibited school integration was that many White people held perceptions that Black people were mentally inferior beings (Daniel, 1932; DuBois, 1935; Stephenson, 1909) .  \nFlorida’s history of school integration closely followed national trends. Indeed, Florida had enacted de jure school segregation in 1885, over 10 years before Plessey v. Ferguson (1896) (Constitution of the State of Florida, 1885) . Racial inequality has permeated Florida’s public education system since the beginning of public education after Reconstruction (Pyburn, 1954), including school music programs. The first continuously operating White high school band in Florida was established in 1922 (Hansbrough, 1999), but the first of such at a Black high school was not until 1938 (Thomas, 2009) . Compared to White high school bands, Black highschool bands struggled with marginally trained teachers, poorly funded programs, and inadequate band instruments and facilities (Groulx, 2016; Richardson, 1998) . Today, ","cbCaiuPQR3GcKL0O","https://ap.wps.com/l/cbCaiuPQR3GcKL0O","pdf",639542,17,"English","# Relationships Among Race, Poverty, and Band Ratings Fifty Years After Desegregation\n## Study Approach and Findings\n## Florida Context and School Integration History\n## Band Rating Institutions and Post-Merger Effects","[{\"question\":\"What does the study investigate about band ratings and participation after desegregation?\",\"answer\":\"It examines how marching band ratings and MPA participation frequency relate to schools’ racial demographics and to schools’ socioeconomic status (SES) after about fifty years of integration.\"},{\"question\":\"Do the results show race has an independent effect on band ratings?\",\"answer\":\"No. Regression models indicate race does not contribute a statistically significant amount to the variance in ratings or participation when combined with SES.\"},{\"question\":\"What factor does contribute statistically significantly to band ratings and participation?\",\"answer\":\"Socioeconomic status (SES) contributes a statistically significant amount to the variance in both ratings and participation.\"},{\"question\":\"What practical implication does the study suggest regarding band ratings?\",\"answer\":\"It suggests students and the profession may be better served by emphasizing verbal feedback from adjudicators and possibly eliminating ratings entirely.\"}]","Relationships Among Race, Poverty, and Band Ratings Fifty Years After Desegregation | PDF",1792090372,43]