A descriptive analysis of contest administration, contestant participation, and adjudication within the Oklahoma Secondary School Activities Association jazz ensemble competition from 2014–2019: a mixed methods case study

Abstract

The purpose of this study was to provide a thorough descriptive analysis of the operational management and organizational infrastructure utilized to administer and adjudicate the Oklahoma Secondary School Activities Association (OSSAA) state jazz ensemble contest from 2014–2019. Correspondingly, emerging patterns in overall participation, categorical and final performance ratings, and adjudicator reliability were identified and evaluated to provide a clear and comprehensive understanding of the overall environment in which the competition took place. A Strengths, Weakness, Opportunities, And Challenges (S.W.O.C.) analysis (Shata, 2013) functioned as the theoretical framework for both design and analysis. I integrated a holistic case study (i.e., investigating the OSSAA state jazz ensemble contest as a single analytical unit (Yin, 2014) and case study–mixed methods (CS-MM) design (i.e., utilizing the OSSAA State jazz contest as a parent case; incorporating a nested mixed-method design by gathering, analyzing, and integrating non-experimental qualitative and quantitative data; Guetterman & Fetter, 2018) to perform a critical and comprehensive descriptive analysis of the overall structure and subcomponents of the competition. Quantitative data collected (e.g., annual contest results and adjudicator scores) produced descriptive and statistical profiles of total adjudicators (N = 21), various adjudicator/year/school size classification combinations (N = 29), individual participating school sites (N = 339), and categorical/final ratings. The total interrater reliability coefficient (IRAtotal) of all 21 adjudicators, as measured by Cronbach’s Coefficient Alpha (a), was .817. Internal consistency (IRAcombo) ranged from .162 to .938, with an average of .741. Qualitative data and document content analysis (e.g., interviews, OSSAA Music Manuals, adjudication forms, contest manager reports) produced descriptive information regarding contest rules, regulations, administration, and structure, as well as the OSSAA Associate Music Director’s perceptions of these components and subcomponents. Patterns in the data produced six overall themes: two generated from emergent design (OSSAA Associate Director Background Information and Contest Logistics) and four a priori themes focused on the S.W.O.C. analysis framework (i.e., Strengths, Weaknesses, Opportunities, and Challenges) of the contest structure. Findings highlight gaps in analytical information available to be considered by the OSSAA, as well as perceptions and viewpoints that may to improve, strengthen, and expand the OSSAA jazz contest, other state-level music contests, and jazz education in general. I suggest replicating this analytical approach with other state-level jazz competitions to provide a means of comparison, thereby resulting in potential improvements to quality, administration, adjudication, and participation of such events.