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The transition from middle school to high school can be a particularly challenging time for music program retention. However, when music teachers view this process through the lens of marketing, it may be possible to develop a more holistic and comprehensive approach toward student enrollment. Marketing strategies related to perception, targeting, salience, and the "rule of seven" are all adaptable to music program membership efforts. These tools can help music teachers more effectively tailor messages and attract prospective students.

The purpose of this study was to examine the perceptions of master of music education degree program directors and alumni from selected schools regarding the ways in which their music education master's programs balance the varied needs of program participants. Findings are presented in the two broad categories of improvement in P-12 teacher learning and preparation for future scholarly work, and the discussion examines the qualitative comparisons between participant responses. Suggestions for graduate programs and future researchers are included.

The key research question for this qualitative study was as follows: How do program directors in selected schools describe the successes and challenges related to the design of their Master of Music degree in music education? Data sources included website content for 21 NASM-accredited programs and individual interviews with program directors from seven institutions. Program directors outlined several challenges associated with program development, including how to address the practical needs of music teachers in a flexible, accommodating, and efficient manner while maintaining the highest standards for coursework so as to prepare some masters students for the possibility of doctoral work. We discuss major themes in relation to past studies of graduate education in music.

Authors and scholars published within "Arts Education Policy Review" have been diligent to investigate various topics surrounding music educator preparation, mentoring, retention, as well as avenues for continued professional development and growth. Linda Darling-Hammond and Robert Rothman, along with various chapter authors, address education reform on an international level within "Teaching in the Flat World: Learning from High-Performing Systems" (2015). The purpose of this article is to examine the recommendations presented by Darling-Hammond, Rothman, and colleagues through the lens of music education research and policy review. Specific areas of focus include: (a) recruitment and rigor of teacher education programs, (b) alternative routes into the teaching profession, (c) teacher induction and new teacher support, (d) career advancement and professional development support, and (e) teacher evaluation.