An Investigation of the Texas All-State Process, Texas Honor Orchestra Process with Regard to Title I and Students in Urban School Districts from 2010-2020, and the Effect on the Social Emotional Learning of These Students

Abstract

The Texas Music Educators Association annually recognizes the outstanding student musicians and selected school ensembles in the state through the All-State and Honor Orchestra processes. Students selected for the All-State Orchestras are from high schools from around the state. Ensembles chosen to be one of the Honor Orchestras come from both junior high and high schools. Selection for these ensembles comes after months of hard work on the part of both students and teachers, as well as a rigorous selection process. The purpose of this thesis was to investigate the equity of these processes as they pertain to Title I and students from urban school districts. Data from the All-State Orchestra results from 2010-2020 showed that students from urban school districts were underrepresented by more than 50% of students from suburban districts, and Title I students were underrepresented by more than 80% of non-Title I students. Data from the Honor Orchestra finalist results from 2010 to 2020 showed that ensembles from urban school districts were underrepresented by more than 70% of suburban school districts, and Title I schools were underrepresented by more than 95% of non-Title I schools. The implications of this data were discussed, including the unique challenges faced by urban music students and educators. Also investigated were the benefits of social emotional learning (SEL) for Title I students and methods for intentionally incorporating SEL into the music classroom. Suggestions for future research and a more equitable process for including students from urban districts and Title I schools were offered.