The Impact of Covid-19 on Elementary Band Programs

Introduction

Last fall, I started a research project with elementary and junior high/middle school band directors to examine recruitment and retention of students in band programs. As many band directors can attest, the virtual music learning environments that started in March of 2020 has impacted both the recruitment and retention of students involved in school band programs. In this post, I will share the data from my research with elementary band directors. Before the presenting the questions, relative research, and data, I must stress that this data is a small part of a much larger conversation and examination of the future of instrumental music education. Educators should interpret all data with caution and generalization to all school populations and contexts is not advisable in all situations.

I sought to discover three aspects related to recruitment and retention of band students in elementary school settings:    

            1. Examine attrition levels in the areas of recruitment and retention of elementary band students.

            2. Discover how elementary directors addressed recruitment and retention in the age of Covid-19.

            3. Identify successful strategies for recruitment, retention, and re-enrollment of elementary band students.

Review of related literature on Elementary Recruitment and Retention

Careful and deliberate year-round planning is necessary for effective recruitment and retention throughout an instrumental music program. In addition to vertical conversations among instrumental staff, directors should seek opportunities to visit feeder schools, perform demonstration concerts with older ensembles, and allow students to test out instruments in a safe environment. Other suggestions include involving respected student leaders in the recruitment process of younger students, hold meetings for parents that provide information and materials, and invite students to attend rehearsals. These successful strategies for the recruitment of beginning instrumentalists are consistent with ideas and recommendations from a number of authors including Contzius and Feldman (2016), Colwell and Hewitt (2011), Jagow (2007), Cooper (2015), Meyer (2018) and Bayley and Bazan (2009).

Albert (2006) found that exposure techniques such as traditional performances in elementary schools, “instrument petting zoos,” creating performance opportunities, and offering culturally relevant ensembles that would pique student interest. Educators in the study believed that recruitment is in part impacted by how students perceive the program, believed that establishing a rapport, fostering positive relationships with students, and an educator’s is dedication to their students helps in the retention of students in instrumental music.

Hartley and Porter suggested that estimated retention rates were higher when delaying starting grades to begin string instruction (e.g., such as starting instruction in middle school, or later than fourth grade) (Hartley & Porter, p. 381). Another interesting aspect of this study was that although fewer schools started string instruction after fourth grade, the retention rates for programs starting students in the fifth or sixth grades were much higher by the end of seventh grade (p. 382). This aspect of their study has potential implications that strict grade level organization of music ensembles might preclude programs from growing in student enrollment to their full potential.

Colwell and Hewitt suggest that instrumental programs should maintain flexibility to enroll students as interest piques throughout the year. They further state that music educators must maintain a high level of enthusiasm, and that instrumental recruiting efforts should be attractive to students of all backgrounds, abilities and interests (p.55-56). Cole made contact with students who had not signed up in the prior spring, and modified her recruitment process each year depending on students and the community (Meyer, 2018).

Gamin (2005) investigated teacher perception of attrition reinforced the three highest-ranked factors were practice time required, academic problems, and perceived instrument difficulty. Beyond that, Gamin concluded that individual school contexts can influence attrition in unique ways. Districts with multiple feeder programs for the band program could have differences as it relates to student attrition in music programs (Gamin, p. 54). Due to their status as an elective course, offerings such as band depend on recruitment and retention to maintain their viability in the school setting.

Research has revealed that non-music factors, such as SES and academic ability, have prominently played a role in determining student retention and success in school band programs (Kinney, p. 335). Directors should not discount life experiences that impact student decisions in the areas of recruitment and retention, and students may not full perceive the role of the band director in that transition (Gouzouasis, et al. 2008).

It is difficult to ignore that the Covid-19 pandemic significantly impacted the mode of delivery in instrumental music and took a sense of satisfaction a student may gain from their contributions to a group or ensemble. Despite the best efforts of educators, many who were learning how to deliver content using unfamiliar technology platforms, students may have elected to drop band. The Covid-19 pandemic has impacted traditional recruitment methods, authentic and personal interaction between directors and students, overall recruitment rates, and the corresponding economic downturn impacted some students from being able to access an instrument.

Survey Design

I administered the survey consisting of 15 questions via the Qualtrics platform. Demographic information from all participant directors collected include the state in which they teach, years of teaching, gender, ethnicity, and several school profile descriptors. Participants self-reported the grade level in which students start band, average class size for that grade level, and the average number of students enrolled in the band from that grade level prior to and during the 2020-21 school year. I also invited directors to participate in a follow-up survey that included several open-ended responses. I collected the data from elementary band directors over a two-month period lasting from September 23, 2020 until November 23, 2020.

Regrettably, the participation level was relatively low in this director group, so the directors should interpret the following data points with a great deal of caution. I understand that many elementary band directors were so involved in completing tasks and responsibilities necessary for in-person and virtual teaching that contributing to a survey was not a high priority. I have shared the data from this subject group in aggregate form. I have also shared perspectives from the directors who participated in the follow up survey. The anonymity of the participants in both groups has been maintained.

Elementary Overview:

Thirty-one elementary band directors participated in this study, all of whom identified as Caucasian/White ethnicity. In terms of gender, 18 directors identified as cisgender male and 13 identified as cisgender female. The average level of experience in teaching was 14.7 years. Pennsylvania (71%) was the most represented state in the study with 22 participants. The nine remaining directors were from six other states. Prior to the 2020-21 school year, band directors on average in this study recruited 45% of students from the grade in which students could enroll in their school band (58 of 128 students on average per grade level would enroll). At the start of the 2020-21 school year, band directors in this study recruited on average 26% of students from the grade in which students could enroll in band (35 of 133 students).

Table 1: Enrollment in Band of First Year Band Students in 2019-2020 Compared to 2020-21

Sub-group Data

The following observations are from several subgroups within the participant directors. Due to the small sample size, caution must be exercised when examining data, and may not be generalized to reflect other populations. One of the sub-groups examined in the study was based upon the grade level in which students begin instruction in band. Schools that started enrolling students in the fourth grade (n=18, down 42% from previous years) and schools that started enrolling students in the fifth grade (n=12, down 42%) had the same decline in enrollment. Only one school reported starting students in the 6th grade, and analysis of that data would not be appropriate to generalize.

Table 2: Enrollment of First Year Band Students by Starting Grade Level

On average, the group of directors who identified as Cisgender Female had three more years of experience than their Cisgender Male counterparts. Although both groups saw a decline in enrollment of first year band students from the previous year, directors who identified as cisgender female (n=13) in this study saw a more pronounced decline than directors who identified as cisgender male (n=18).

Table 3: Enrollment of First Year Band Students by Director Gender Groups

Before the 2020-21 school year and during the 2020-21 school year, the recruitment rate of directors with less than 15 years of teaching experience was higher than that of directors with more teaching experience. Although both groups of directors saw a decline in student enrollment, directors with less than 15 years (n=16) of teaching experience only saw a decline of 29% compared to the 40% decline seen by directors with more than 15 years of experience (n=15).

Table 4: Enrollment of First Year Band Students by Director Experience Groups

Compared to the previous year, directors who self-identified as teaching in a rural or urban context saw a 50% decline in student enrollment in band during the 2020-21 school year. Directors who self-identified as teaching in a suburban context faired better seeing only a 33% decline from the previous year.

Table 5: Enrollment of First Year Band Students by School Context

In the schools identified as Title I schools (n=15) in this study, the band enrollment rate dropped by 44.2% compared with the previous year. Schools that did not identify as a Title I School (n=16) only experienced a 29.6% decrease in band enrollment.

Table 6: Enrollment of First Year Band Students in Title I Schools

The final sub-group examined among this participant group was that of elementary band directors who taught in multiple buildings versus those teaching in only one building. Before the 2020-21 school year, the directors who taught in multiple teaching buildings achieved a 50% recruitment rate of first-time band students, but the recruitment rate dropped to only 27% at the beginning of the 2020-21 school year. Directors who taught in a single building recruited 41% of eligible first-time band students, but that rate also declined during the 2020-21 school year to 27%. Both groups saw an enrollment decline, but the directors teaching in multiple buildings saw a more pronounced decline in the enrollment of first-time band students.

Table 7: Enrollment of First Year Band Students by Building

Follow-up Survey Responses

I invited all participant directors to contribute additional perspectives related to the recruitment and retention of elementary band students at the conclusion of the initial survey . Ten directors participated in the follow-up survey group (FSG). This director group has an average of 12 years of teaching experience. On average, the FSG recruited at a higher level than the remaining directors who did not contribute to the survey both prior to and during the 2020-21 school year (Table 8). All directors in the FSG offered an open-enrollment or re-recruitment aspect to their program, allowing students to enter their program after the initial enrollment date. These directors gained, on average, four additional students in their band per year through this process.

Table 8: Comparison of Recruitment Rates between directors in the Follow-up Survey Group and remaining directors

FSG directors did recruit a higher percentage of eligible students from the grade in which students could join band. I asked these directors about the different strategies employed in the recruitment process of first-time eligible band students during the 2020-21 school year. The different ideas and strategies utilized by the FSG included the following:

• Use of instructional videos/digital files delivered to students via classroom administration/ management systems or websites (e.g. Videos uploaded to Google Classroom or YouTube).
• Multiple visits to general classrooms or special classes to speak with students
• Meetings with small groups of students during lunch and recess
• Increased correspondence with parents via personal phone calls, multiple letters, information sent via classroom administration/management platforms.
• Use of class/school websites personalized by the teacher for the students (e.g., use of Bitmoji virtual classroom).
• Asked for assistance from administrative help contacting parents and getting resources to allow maximum participation.
• Incorporating Covid-19 safety protocols for instrument sanitation, and safe instrument introductions (e.g. Alcohol wipes and anti-bacterial cleaner, use of outdoor tent in early September for students to try out instruments).

When asked about strategies that they had not tried prior to using them during the 2020-21 school year, the FSG indicated use of the following:

• Engaged students already enrolled to recruit other students through positive interactions.
• Individual consultations with parents and students through a virtual platform.
• Invitation to attend outdoor band rehearsals within Covid-19Safety Protocols.
• Virtual performance by older students within the program were sent to younger or unenrolled students and their parents through email, class management systems, and social media

Discussion

As a reminder, the low number of participants in the study and within subgroups prevents generalization to the larger population of elementary band directors and their programs. Still, the data presents some interesting perspective for directors of elementary band programs to consider as they move forward. Regardless of the number of total students in the grade level which students may begin band, elementary band directors should aim for recruiting 45% of those students. Attrition levels vary from school to school based upon internal and external factors. Recruiting as many students as possible will buffer attrition rates as students move vertically through the band program in their district.

In this study, the recruitment of 4th and 5th grade students saw the same decline. Directors in the FSG enrolled students outside of traditional recruitment periods. The research previously conducted by Hartley and Porter lends support to the idea that directors should consider open enrollment opportunities. Directors may find that a student starting in a later grade may be more likely to persist in instrumental music instruction. One director utilized a strategy that was simply called “Bring a Friend to Band Day.”

The difference between the director group with more than 15 years of experience, and their less experienced counterparts raises an interesting perspective. One possible reason for the difference in the enrollment could be the more experienced director group’s familiarity and comfortability with emerging technology platforms. The use of technology has become more common and, in some cases, embedded into teacher training coursework. Directors with more experience may not have received such training to incorporate technology (depending on what platforms, programs and applications were available at the time of their pre-service training). Professional development opportunities that focus on using technology to deliver instruction, increase student engagement, and providing constructive, supportive feedback may be of benefit for all educators to pursue. Some state music associations continue to offer free webinars and other professional development opportunities on incorporating effective technology into one’s teaching routine. For example, Bob Cieslinski’s YouTube Channel offers helpful videos for incorporating technology into elementary instrumental settings.

The Covid-19 pandemic amplified the disparity that exists among school districts as it relates to technology and resources. Differences in recruitment between suburban schools, rural, urban, and Title schools is especially concerning. The specific reasons for recruitment decline in these rural, urban and Title schools may be unique and contextualized. Directors in these schools should consider approaching their administration to discover if ARP/ESSER Funds are available for use. These funds might provide an opportunity improve access to resources for students to enroll in the school band (e.g., a free after-school lesson program). Another possible solution to improve resource access is to hold vertical conversations with high school colleagues. This process might produce connections with alumni who would be willing to donate an instrument back to the program.

While administrators generally prepare teaching assignments, directors should be proactive in communicating concerns to their supervisors. Both principal and educator should exercise special attention to teaching loads carried by a single director in multiple buildings. Different buildings have their own culture for learning, cooperation from staff members, and protocols to observe. Each of these aspects could make a difference in how well an elementary band director can recruit at different schools in the same district. As the research pointed out, rapport, and positive relationships aide in student recruitment and retention. Directors who are not consistently in the same building each day may not be able to effectively create such connections with the students they are seeking to recruit.

The decline in recruiting and retention is somewhat distressing, especially for upper-level directors who will feel the effect of this downturn in three to four years. Still, some of the ideas and strategies shared above might provide opportunities to bring students back successfully into a school district’s band program. The data shared above provides a small bit of perspective about the current situation of some school band programs.

The band program is an essential part of every school for reasons that numbers and statistical charts cannot fully encapsulate or quantify. Directors need to partner with colleagues in higher education to examine student data and metrics as it relates to recruitment and retention. A continual examination and evaluation of why those numbers fluctuate in both positive and negative trends will serve our profession well as we move forward. Covid-19 Pandemic has interrupted the traditional method of instruction for instrumental music. Directors, administrators, and community members cannot ignore the impact on recruitment and retention. Through the pandemic, there have been stories of success as directors reinvested and reinvented their approach to maximize reaching students and successively starting them in band. It is vital that directors examine and share these victories with the profession at large. Directors may find they can incorporate some of these ideas, plans, and strategies into their teaching setting.

References

Albert, D. J. (2006). Strategies for the recruitment and retention of band students in low   socioeconomic school districts. Contributions to Music Education, 33(2), 53-72. Retrieved August 18, 2020, from www.jstor.org/stable/24127208

Bayley, J. & Bazan, D. (2009). Recruiting band students: Effective strategies for a strong program. Canadian Winds, 7(2), 72-74.

Colwell, R. J. & Hewitt, M. P. (2011). The Teaching of Instrumental Music. Routledge.

Contzius, A. & Feldman, E. (2016). Instrumental music education: Teaching with the musical and practical in harmony. Routledge.

Cooper, L. G. (2015). Teaching band and orchestra. (2^nd ed.). GIA Publications, Inc.

Gamin, R. (2005). Teacher perceptions regarding attrition in beginning instrumental music classes during the first year of study. Contributions to Music Education, 32(2), 43-64. Retrieved August 18, 2020, from www.jstor.org/stable/24127153

Gouzouasis, P., Henrey, J., & Belliveau, G. (2008). Turning points: A transitional story of grade seven music students’ participation in high school band programs. Music Education Research, 10(1), 75-90.

Hartley, L. A. (1996). Influence of starting grade and school organization on the enrollment and retention in beginning instrumental music. Journal of Research in Music Education, 44(4), 304–318. https://doi.org/10.2307/3345443

Hartley, L. A., & Porter, A. M. (2009). The influence of beginning instructional grade on string student enrollment, retention, and music performance. Journal of Research in Music Education, 56(4), 370–384.

Kinney, D. (2010). Selected non-music predictors of urban students’ decisions to enroll and persist in middle school band programs. Journal of Research in Music Education, 57(4), 334-350. Retrieved August 19, 2020, from www.jstor.org/stable/40666500

Jagow, S. (2007). Teaching instrumental music: Developing the complete band program. Meredith Music Publications.

Meyer, S. (2018). Rehearsing the middle school band. Meredith Music Publications.

Rush, S., Scott, J. & Wilkinson, E. (2014). Habits of a successful middle school band director. GIA Publications, Inc.

Stewart, J. L. (2005). Factors Related to Students’ Decisions to Continue in Band. Contributions   to Music Education, 32(1), 59-74. Retrieved August 18, 2020, from www.jstor.org/stable/24127236