Racial disparities in band ratings have existed since schools were integrated, but recent studies have suggested such disparities may be more closely associated with poverty than race. Previous research on school segregation focused on differences between Black and White schools, but the United States has become more diverse since the 1965 Immigration and Nationality Act. The literature describes numerous inequalities based on race, as well as socioeconomic inequalities in band ratings. This study examined band ratings and frequency of participation at music performance assessments (MPAs) in relation to schools' racial demographics after a half century of school integration, and in relation to the schools' socioeconomic status (SES). Regression models that combined race with SES revealed that race did not contribute a statistically significant amount to the variance in ratings or participation, but SES did contribute a statistically significant amount to the variance in ratings and participation. A marching band rating could be expected to be a full division lower for every 24.4% increase of low SES students in a school, one division lower in concert performance for every 25.0% increase, and one division lower in sightreading for every 20.4% increase. Students, and the profession as a whole, may be better served by focusing more on verbal feedback from adjudicators and perhaps eliminating ratings entirely.