The purpose of this study was to describe the grades given to students in U.S. public high school music courses and to examine the relationships between student characteristics, music course grades, and grades in additional subjects. Using descriptive statistics, logistic regression, and latent profile analysis, I analyzed over 5,000 student transcripts from the U.S. Department of Education’s High School Longitudinal Study of 2009 that contained at least one grade in music. Fifty-six percent of all music grades were As, and 79% were As or Bs. Ensemble grades were generally higher than general music grades, which were more evenly distributed. Regression modeling revealed that ethnoracial identity, socioeconomic status, and having an individualized education program (IEP) were closely associated with students’ music grades, with students representing two or more minoritized populations being particularly unlikely to earn an A in music. Latent profile analysis illustrated that student demographics explained differences in music grades even among students with equivalent grades in other school subjects.

中文翻译：

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全国高中音乐课程成绩分析


本研究的目的是描述美国公立高中音乐课程学生的成绩，并检查学生特征、音乐课程成绩和其他科目成绩之间的关系。我使用描述性统计、逻辑回归和潜在概况分析，分析了美国教育部 2009 年高中纵向研究中的 5,000 多名学生成绩单，其中至少包含一个音乐成绩。 56% 的音乐成绩为 A，79% 为 As 或 B。重奏成绩普遍高于普通音乐成绩，且分布更加均匀。回归模型显示，民族身份、社会经济地位和个性化教育计划 (IEP) 与学生的音乐成绩密切相关，代表两个或更多少数民族群体的学生特别不可能在音乐方面获得 A。潜在概况分析表明，学生人口统计数据可以解释音乐成绩的差异，即使是在其他学校科目成绩相当的学生中也是如此。