Mapping the Repertoire Landscape: Availability, Access, and Composer Diversity in Published Concert Band Literature for K–12 Ensembles in the United States

Repertoire plays a defining role in shaping the musical and cultural experiences of students involved in concert band ensembles, yet long-standing inequities persist in whose works are published, performed, and taught. In this study, we mapped the current landscape of published concert band literature for school concert band ensembles in the United States, examining patterns of availability, accessibility, and composer diversity. Using quantitative content analysis of 3,539 pieces from five major publishers, we analyzed grade level, cost, and composer demographics to assess systemic disparities in published offerings. Findings reveal that published repertoire remains overwhelmingly homogeneous: 95% of pieces were composed by men and 94% by White composers. Diverse composers were more frequently represented in beginning-level repertoire, while higher difficulty levels, often associated with greater prestige and visibility, reflected near-total exclusion. Moreover, advanced works were substantially more expensive and less available, amplifying inequities in access for lower-resourced school programs. These findings highlight structural barriers embedded within the publishing ecosystem and underscore the need for more inclusive commissioning, curation, and purchasing practices. Addressing inequities in repertoire availability is essential to realizing equitable, representative, and culturally responsive music education in school concert band programs.