Examination of Relationships between Participation in School Music Programs of Differing Quality and Standardized Test Results.

Johnson, Christopher M.; Memmott, Jenny E.

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Title: Examination of Relationships between Participation in School Music Programs of Differing Quality and Standardized Test Results

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Title:	Examination of Relationships between Participation in School Music Programs of Differing Quality and Standardized Test Results
Authors:	Johnson, Christopher M.; Memmott, Jenny E.
Descriptors:	Test Results; Standardized Tests; Music Education; Educational Quality; Elementary School Students; Middle School Students; Instructional Effectiveness; Comparative Analysis; Academic Achievement; Mathematics Achievement; English; Student Participation; Singing; Effect Size
Source:	Journal of Research in Music Education, v54 n4 p293 Win 2006
More Info: Help Peer Reviewed:	Yes
Publisher:	MENC: The National Association for Music Education. P.O. Box 1584, Birmingham, AL 35201. Tel: 800-336-3768; Web site: http://www.menc.org
Publication Date:	2006-00-00
Pages:	15
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	The purpose of this investigation was to examine the relationship between participation in contrasting school music programs and standardized test scores. Relationships between elementary (third- or fourth-grade) students' academic achievement at comparable schools, but with contrasting music programs as to instructional quality, were investigated. Relationships also were examined between middle school (eighth- or ninth-grade) students' academic achievement and their participation in school music programs that also differed in quality. Participants (N = 4,739) were students in elementary (n = 1,119) and middle schools (n = 3,620) from the South, East Coast, Midwest, and West Coast of the United States. All scores were standardized for comparison purposes. Analysis of elementary school data indicated that students in exemplary music education programs scored higher on both English and mathematics standardized tests than their counterparts who did not have this high-quality instruction; however, the effect sizes were slight. Analysis of middle school data indicated that for both English and math, students in both exceptional music programs and deficient instrumental programs scored better than those in no music classes or deficient choral programs; however, the effect sizes were not large. (Contains 4 figures, 2 tables and 2 notes.)
Abstractor:	Author
Reference Count:	18

Note:	N/A
Identifiers:	United States (South); United States (East); United States (West Coast); United States (Midwest)
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0022-4294
Audiences:	N/A
Languages:	English
Education Level:	Elementary Education; Grade 3; Grade 4; Grade 8; Grade 9; Middle Schools
Direct Link:	http://www.menc.org

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