Date of Award

Spring 5-8-2026

Document Type

Dissertation

Degree Name

Doctor of Education in School Leadership

Department

Teaching & Educational Leadership

College

College of Education and Health

Committee Chair

John Freeman

Second Committee Member

Steve Bounds

Third Committee Member

Ginny Hudson

Program Director

John Freeman

Dean of Graduate College

Michael Bradley

Abstract

This study investigated the relationship between two key forms of school accountability that relate to secondary instrumental music programs. A thorough review of relevant literature was conducted to establish a framework for analyzing how ATLAS achievement levels may predict ASBOA concert assessment ratings of bands and orchestras in Arkansas. A quantitative approach was used via a binary logistic regression to interpret the impact of ATLAS achievement levels and SES, as defined by free and reduced lunch percentages, on an ensemble's likelihood of earning a superior or non-superior rating at region concert assessment. Results found statistically significant relationships for the predictive validity of subjects geometry, ELA 7, ELA 8, and biology. While no statistically significant results were found in the subjects of math 7, math 8, algebra, ELA 9, ELA 10, science 7, and science 8. Results from this study offer limited guidance for stakeholders on the impact of school accountability measures on instrumental music program outcomes. Based on the findings of this study, administrators are encouraged to cautiously integrate ELA standards at the middle school level into the music curriculum where it may be appropriate. The researcher suggests further replication of this study in the future and an expansion to other states with similar accountability measures in academics and instrumental music.

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