Date of Award

2026

Degree Name

Leadership Studies

College

College of Education and Professional Development

Type of Degree

Ed.D.

Document Type

Dissertation

First Advisor

Dr. Tammy Johnson

Second Advisor

Dr. Barbara Nicholson

Third Advisor

Dr. April Fugett

Abstract

Music education provides significant cognitive, social, and academic benefits; however, elective music programs often face substantial annual attrition. While existing literature has documented material barriers (e.g., instrument costs, transportation, scheduling conflicts), this study investigates the persistence of attrition within a medium-sized suburban district on Long Island that has systematically mitigated these obstacles. The district provides free instruments, flexible scheduling, and dedicated transportation for all students. The purpose of this mixed-methods study was to determine whether demographic disparities in music enrollment remain predictive of withdrawal in such a post-barrier environment.

The research used a two-phase explanatory sequential design. In the first phase, 5 years of longitudinal enrollment data were analyzed using traditional statistical methods, including chi-square tests and logistic regression. These data were combined with machine learning techniques, (e.g., random forests, gradient boosting), to detect complex and nonlinear interactions between variables. The second phase employed a phenomenological approach, involving semistructured interviews with music educators to contextualize the quantitative findings and capture the lived experiences of those managing these programs.

Quantitative results revealed significant attrition gaps persisted despite the removal of financial and logistical barriers. These gaps were particularly evident among English as a new language (ENL) students and those receiving special education services. Machine learning models identified grade-level transitions, specifically the move to 6th grade, as a critical risk factor for ENL attrition. Qualitative themes highlighted informational equity and systemic scheduling fatigue as remaining hurdles that material supports alone cannot resolve. These findings provide a postintervention baseline for educational leaders. They suggest future efforts to sustain music participation must move beyond providing physical resources and toward structural integration and culturally responsive communication.

Subject(s)

Educational leadership.

Music -- Instruction and study.

Machine learning.

Dropouts.

Demography.

Social indicators.

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