BARRIERS TO DEVELOPING EFFECTIVE MUSIC PROGRAMS IN THE RIVER CITY SCHOOL SYSTEM: AN ANALYSIS OF STAFF PERCEPTIONS

Abstract

Participation in healthy music programs has demonstrated positive associations with academic achievement, cognitive abilities, and other socio/affective outcomes. Despite these benefits, music programs often struggle against funding, policy, and high stakes testing and accountability practices - particularly in urban or otherwise diverse populations. The purpose of this case study was to evaluate the health of music programs in the River City School System (RCSS) by studying teachers’ perceptions of limits to their own agency in developing those programs and teachers’ perceptions of barriers to student involvement in music programs. Based on a broad review of literature, researchers studied four hypothesized factors that might act as barriers to teacher agency or student involvement in music programs – culturally responsive pedagogy, scheduling, recruiting, and professional learning & collaboration. This study used a mixed-methods approach employing a survey of all music teachers within the district followed by semistructured interviews for volunteers. Results of the study indicated logistical challenges, relational issues, and philosophical perspectives could act as barriers. From these results and in alignment with extant research, a conceptual map of findings was developed on which to provide recommendations for RCSS and other districts hoping to analyze the health of their own music programs.