An Examination of a Select String Music Program In the New Orleans Public Schools Originally Funded By the Elementary and Secondary Education Act of 1965, Title IV-C and Its Effect On Parent and Student Attitudes

Date of Award


Degree Type


Degree Name

Doctor of Music Education (DME)



First Advisor

Robert J. Tuley

Advisor Department



This research project was designed to determine whether experimental variables such as gender, ethnic background, educational placement, prior music training, and socio-economic status affect the music attitude of students enrolled in a selected string enrichment program originally funded with federal monies. Parental attitudes were investigated using identical experimental variables. Eleven student background variables and twelve parental background variables were chosen for examination and referred to as independent variables. The study also sought to establish the importance of federal funds in the creation of such a program. The study was conducted during the Spring and Summer of 1992. Participants were drawn from the New Orleans public schools and the Strings on a Saturday Morning program, originally funded by ESEA Title IV-C and currently sponsored by the Orleans Parish School Board, New Orleans, Louisiana. The study was an ex post facto survey of differences. One-way analysis of variance (ANOVA) was used to evaluate the data. One hundred students from the Strings on a Saturday Morning program and their parents were randomly selected to complete a survey. Student survey responses were collected by a neutral administrator; parental responses were collected through telephone interviews conducted by a neutral administrator. Findings indicated that both students and parents who participated in the SOSM program were highly motivated and approved of the content and methodologies of the instructors. The study found no difference in student or parent attitude toward the program according to school placement, ethnic group, age, gender, residence or socioeconomic background. Recommendations include expanding the program to allow more students to participate and obtaining more federal monies to replicate the program in other school districts.