The Impact of Music on Childhood and Adolescent Achievement* (original) (raw)
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Social Science Quarterly, 2009
Objective. The study examines the association between music involvement and academic achievement in both childhood and adolescence using three measures of music participation: in school, outside of school, and parental involvement in the form of concert attendance. Methods. We review prior work pertaining to music's impact on achievement and then draw from two nationally representative data sources (ECLS-K and NELS:88). Our analyses apply logistic and OLS regression techniques to assess patterns of music involvement and possible effects on math and reading performance for both elementary and high school students. Results. Music involvement varies quite systematically by class, and gender status, and such involvement holds implications for both math and reading achievement, and for young children and adolescents. Notably, associations with achievement persist in our modeling even when prior achievement levels are accounted for. Although music does mediate some student background effects, this mediation is only minimal. Conclusions. Music participation, both inside and outside of school, is associated with measures of academic achievement among children and adolescents. Future work should further delineate the relevant processes of music involvement , as well as how background inequalities and music involvement intersect in relation to educational performance. Music involvement has been publicly linked to student achievement-a presumed connection made all the more obvious in debates over cuts to high school elementary and high school music programs. Youth music participation is associated with higher matriculation rates (Aschaffenburg and Maas, 1997), higher rates of acceptance into medical schools (Thomas, 1994), lower rates of current and lifetime alcohol, tobacco, or drug abuse (Texas Commission on Drug and Alcohol Abuse, 1999), and lower rates of disruptive classroom behaviors (OH 43210 hSouth-gate.5@sociology.osu.edui. Upon request, the corresponding author will share all data and coding information with those wishing to replicate the study. Thank you to Douglas Downey for his assistance in conceptualizing this work. We especially appreciate the helpful comments of the editor and the reviewers.
Journal of Educational Psychology, 2019
The present study employed population-level educational records from 4 public school student cohorts (n ϭ 112,916; Grades 7-12) in British Columbia (Canada) to examine relationships between music education (any participation, type of participation, music achievement, and engagement level) and mathematics and science achievement in Grade 10 as well as English achievement in Grades 10 and 12, while controlling for language/cultural background, Grade 7 academic achievement, and neighborhood socioeconomic status. Music participation was related to higher scores on all 4 subjects and these relationships were stronger for instrumental music than vocal music (Cohen's d range: .28 to .44 [small-medium effect sizes] and .05 to .13 [null-small effect sizes]). School music achievement positively related to scores on all subjects; such relationships were stronger for achievement in instrumental music compared with vocal music. Higher levels of music engagement (number of courses) was related to higher exam scores on all subjects; this pattern was more pronounced for very high engagement in instrumental music (d range: .37 to .55; medium effect sizes) compared with vocal music (d range: .11 to .26; small effect sizes). The effect sizes of these group differences are greater than the effect sizes corresponding to average annual gains of students' academic achievement during high school-in other words, highly engaged instrumental music students were, on average, academically over 1 year ahead of their peers. The findings suggest that multiyear engagement in music, especially instrumental music, may benefit high school academic achievement. Findings and implications are discussed within the broader interdisciplinary literature on music learning. Educational Impact and Implications Statement This large-scale study identified evidence of positive relationships between school music participation and high school exam scores in English, mathematics, and science using population-level educational records for over 110,000 students in British Columbia, Canada. Participation in school music (especially instrumental music) was related to higher exam scores, and students with higher levels of school music engagement had higher exam scores. The positive relationships between music engagement and academic achievement were independent of students' previous (Grade 7) achievement, sex, cultural background, and neighborhood socioeconomic status, and were of considerable magnitude: The group differences observed in our study were greater than average annual gains in academic achievement during high school. In other words, students highly engaged in music were, on average, academically over 1 year ahead of the peers not engaged in school music. In light of this study (the largest of its kind to date), as well as supporting evidence suggesting music learning in childhood may foster competencies (e.g., executive functioning) that support academic achievement, educators may consider the potential positive influence of school music on students' high school achievement.
The Effect of Music Participation on Academic Achievement
2015
Music and arts programs have diminished in importance since the passage of No Child Left Behind, upon which accountability standards have focused on progress in STEM subjects as the sole metrics of success (Beveridge 2010). Research on the importance of music and arts suggests standards need to be reset and success redefined. This study looks at how music participation affects academic achievement for individuals participating in high school band. The hypothesis being tested expects for music to facilitate higher achievement; the null predicting music has no effect on achievement. Using data from the National Longitudinal Study of Adolescent to Adult Health or Add Health, Ordinary Least Squares (OLS) and Fixed Effects Models (FEM) reveal contrasting results when analyzing academic achievement, GPA. Past research reflects the contrasting results in this study, where researchers may manipulate methodology in order to get desired results. This research topic, as raised in prior researc...
The relationship between musical training and general intellectual capacity as well as academic achievement has been discussed in numerous contexts. In our study, we examined the relationship between participation and achievement in music and achievement in academic courses, based on data from three consecutive British Columbia student cohorts. Across the three cohorts, we consistently found that music participation was associated with generally higher academic achievement, and that Grade 11 music course scores predicted Grade 12 academic achievement scores in linear regression analyses. Our results support the notion that the time dedicated to music participation does not impede, but rather goes hand in hand with or even fosters academic excellence in other 'core' subjects.
The Impact of Music Education on Academic Achievement
Research has indicated that participating in music contributes to academic achievement and plays a vital part in the growth and development of the brain (Barrett, Ashley, Strait, & Kraus, 2013; Herholz & Zatorre, 2012). The problem is opportunities for students to take part in school music programs are decreasing (Chen, 2010), which results in the loss of educational benefits due to reduced opportunities for students’ participation in music programs (Wang, Ossher, & Reuter-Lorenz, 2015). In an educational setting, music serves as an essential part of a well-rounded curriculum (Chonn Ching, 2017). A curriculum that incorporates music is more likely to lead to growth in cognitive and academic domains (Froehlich, 2014). The purpose of this study was to determine if the percentage of students participating in a music program serves as an accurate predictor of EOC assessment scores and four-year longitudinal graduation rate when the percentages of minority students and low SES students are control variables. This quantitative, correlational research study used pre-existing data to determine the relationship between performance measures and the percentage of campus enrollment in a music program. In order to analyze the data in this study a bivariate, partial, and semipartial correlation were used. The passing percentages for the five EOC exams and four-year longitudinal graduation rate serves as the criterion variable. The predictor variable is the percentage of students participating in at least one music class. The percentage of students identified as economically disadvantaged and the percentage of students organized by their ethnicity served as the statistical controls. The statistical analyses detailed in this study revealed the results, contrary to most of the literature, did not demonstrate significant correlations between students who participated in a music program and academic achievement. However, this study may serve as a starting point for future discussions and research. Music is an aspect of daily life and celebrated by our culture as well as in various forms of media. A lack of correlation between music enrollment and academic achievement does not diminish the other benefits afforded to students through participation in school music programs.
Music Education Research, 2007
This is one of the most misquoted papers in the history of research--I can tell that most 'researchers' who cite it have only read the abstract and don't understand that this research supersedes all the correlation studies on music learning and various forms of academic achievement because it is a linear regression analysis. The abstract, which was written rather conservatively, is as follows. "The relationship between musical training and general intellectual capacity as well as academic achievement has been discussed in numerous contexts. In our study, we examined the relationship between participation and achievement in music and achievement in academic courses, based on large data sets from three consecutive British Columbia student cohorts. Across the three cohorts, we consistently found that music participation was associated with generally higher academic achievement, and that Grade 11 music course scores predicted Grade 12 academic achievement scores in linear regression analyses. Our results support the notion that the time dedicated to music participation does not impede, but rather goes hand in hand with or even fosters academic excellence in other ‘core’ subjects." Most researchers only cite one outcome--that music participation predicts academic achievement.
International Journal of Music Education, 2010
Recent advances in the study of the brain have enhanced our understanding of the way that active engagement with music may influence other activities. The cerebral cortex selforganises as we engage with different musical activities, skills in these areas may then transfer to other activities if the processes involved are similar. Some skills transfer automatically without our conscious awareness, others require reflection on how they might be utilised in a new situation.
Long-Term Impacts of Early Musical Abilities on Academic Achievement: A Longitudinal Study
Journal of Intelligence
Numerous neurological, psychological, and transfer studies confirmed the role of learning music in cognitive development and education. However, exploring the long-term impacts of early musical abilities on academic achievement has gained relatively little attention thus far. In a seven-year longitudinal study, we examined the predictive role of musical abilities in future success in school. The sample consisted of 76 Hungarian students. The independent variables were mothers’ education and the tests administered to Grade-1 students, which included Raven’s Progressive Matrices and tests on word reading, mathematics, and musical abilities. The dependent variable was GPA in Grade 7. All tests demonstrated adequate reliability. In the regression model with the most significant predictive role, the independent variables explained 46% of GPA in Grade 7 when taken together. We established the long-term predictive role of musical abilities in later success in school. Rhythm perception and ...