Factors related to students' decisions to continue in band

The purpose of this investigation was to determine whether gender, starting grade, private lessons, academic achievement, self-efficacy, interest in band, and home music background relate to students' intentions to continue participation in band after middle school. Relationships between students' self-efficacy and the accuracy and quality of their sight-reading performances were also described. Eighty-three percent of students stated they would likely continue participating in band. Students who studied privately, who liked participating, who found band interesting and valuable, and who liked performing for events outside school were more likely to stay in band than were other students. No significant relationships were found between students' decisions to continue in band and their perceptions of their playing or sight-reading skills (p > .05). Music participation in adult life has been identified as an important goal of music education (Madsen, 2000; Music Educators National Conference, 1994). Preparation of musically trained adults can occur through quality instruction in both elementary and secondary schools, although performance skills (e.g., playing instruments) are usually advanced in secondary schools. Jellison (2000) writes that, "Many factors outside of school may contribute to an adult's 'musical characteristics,' although schools and music educators traditionally have the primary responsibility for formal music education" (p. 113). With decreasing student participation in secondary school music programs (NAMM, 2001), music teachers may feel pressure from administrators, parents, and the community to maintain or increase the number of students participating in their music performance classes. Retaining students in school music programs is crucial to maintaining and increasing music participation in adult life. Although the retention of students in school music programs is an ongoing topic of discussion among teachers and has appeared as a popular topic in music education journals (Conway & Borst, 2001; Corke, 1991; Davis, 1989; Doerkson, 2002; Gillespie, 1989; Hagner, 1985; Hensley, 1983; Howes, 1979; Killian, 1988; Maltester, 1983; Mills, 1983; Navarre, 1995; Peterson, 2002; Phillips, 1986; Prentice, 1989; Sherman, 1992), there is limited empirical research on the topic. Of the articles that have addressed retention, there is little consistency among the findings (Arnwine, 1996; Corenblum & Marshall, 1998; Cutietta & McAllister, 1997; Davidson, Sloboda, & Howe, 1995-96; Gleason, 1998; Gordon, 1986; Hartley, 1991, 1996; Hurley, 1995; Klinedinst, 1991; Kvet, 1985; McCarthy, 1980; McClarty, 1968; Mizener, 1993; Nierman & Veak, 1997; Royse, 1989; Solly, 1986; Wolfle, 1969; Young, 1971; Zdzinski, 1992, 1994, 1996). Although there are many possible answers as to why students drop out of school music performance programs, the relationships that exist among intrapersonal, interpersonal, and environmental influences and retention in music programs are not clearly understood. Some research has shown a positive correlation between retention in music performance classes and academic and music achievement (Klinedinst, 1991; McCarthy, 1980; Young, 1971). Students who chose to remain in music performance classes often had higher grades and more advanced performing skills than those who chose to drop out. In addition, variables such as socio-economic status, home music background, and the influence of parents have also been examined in relation to retention in school music performance classes (Corenblum & Marshall, 1998; Davidson, Sloboda, & Howe, 1995-96; Hurley, 1995; Klinedinst, 1991; McCarthy, 1980; Mizener, 1993; Nierman & Veak, 1997; Zdzinski, 1992, 1994, 1996). McCarthy (1980) found that socio-economic status was significantly related to performance achievement and dropout rate (p