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.
Arts Education/Youth
Arts Education and Social-Emotional Learning Outcomes Among K-12 Students
In Arts Education and Social-Emotional Learning Outcomes Among K-12 Students: Developing A Theory of Action, the authors describe how arts learning experiences have the potential to promote the development of socialemotional competencies and suggest that these developmental processes can be replicable across subject areas.
Evidence suggests that practices traditionally found in arts education can play a critical role in developing college- and career-ready skills, such as innovation and collaboration. Participation in arts education processes and practices can translate into the development of both artistic and social-emotional competencies, including self-management, self-discipline, interpersonal skills, and self-expression, that extend beyond arts.
Selection into, and academic benefits from, arts-related courses in middle school among low-income, ethnically diverse youth
It is critical for research on the effects of arts engagement to identify and carefully control for preexisting selection factors that differentiate those who do and do not get exposure to the arts. We prospectively followed a large and diverse sample of preschool children (n = 31,332; 61% Latino, 32% Black, 55% ELL, 81% free/reduced lunch) until they completed 6th, 7th, and/or 8th grade. School readiness was assessed during pre-K, and archival public-school data were collected in middle school. Overall, 40% of students took some kind of arts elective course (music, dance, drama, visual art) during middle school. Black students, males, students with disabilities, those previously retained, and those not English proficient had reduced odds of taking an arts class. Children with stronger school readiness skills at age 4 and stronger academics in 5th grade were more likely to enroll in arts-related courses. Importantly, controlling for prior variables associated with selection into the arts, including prior academic performance, students with exposure to an arts elective in middle school subsequently had significantly higher GPAs and math and reading scores, and decreased odds of school suspension, compared to students not exposed to the arts.
Music Education as a Path to Positive Youth Development: An El Sistema-Inspired Program
The El Sistema music education philosophy links positive individual and social development through musical education. This study is a longitudinal examination of the impact of participation in an El Sistemainspired program, the Miami Music Project, on positive youth development. We hypothesized that over the course of a school year, participation in ensemble-based after-school music programming would significantly enhance factors associated with positive youth development. Specifically, we evaluated social emotional constructs aligned with the 5 Cs of Positive Youth Development: Competence, Confidence, Caring, Character, and Connection. Results revealed that participants showed significant increases across all 5 Cs over the course of the year. Additionally, findings showed that Miami Music Project students showed greater enhancements over time in Character, Competence and Caring when compared to a group of youth who did not participate in music education. This study presents empirical documentation of the numerous meaningful social and emotional enhancements that participation in an El Sistemainspired program is engendering among youth. In this type of rigorous orchestral model of musical instruction, youth seem to acquire not only cognitive benefits but also a host of social and emotional
enhancements, ostensibly from learning in an environment that requires disciplined social cohesion.
These findings provide insight into the holistic approach foundational to the El Sistema philosophy and adds to our overall understanding of musical instruction in important ways.
There is growing empirical evidence that youth who receive music education demonstrate lower rates of substance use, greater academic performance, enhanced executive functioning, and improved conduct (e.g., Devroop, 2012; Hallam, 2010; Sachs, Kaplan, Der Sarkissian, & Habibi, 2017). Music education, particularly when ensemble-based, appears to engage a range of
positive youth development (PYD) skills, and (a) leads to self-awareness, (b) fosters selfexpression through creating music, (c) strengthens self-regulation through learning to read and play music, and (d) promotes social awareness and collaboration through ensemble performance (Edgar, 2013; Pellitteri, 2006). Despite the foregoing, empirical investigations of ensemble-based music education impacts on positive youth development constructs are scant (Hospital et al., 2015).
The primary objective of this study was to determine if involvement in an ensemble-based after-school music program leads to enhanced positive youth development. Specifically, we valuated whether or not program participation impacted the five Cs of positive youth development: competence, confidence, caring, character, and connection (Lerner, 2004; Lerner, Lerner, Urban, & Zaff, 2016).
Policy Considerations for STEAM Education
Education in science, technology, engineering and mathematics has captured the attention of state policymakers who are concerned about preparing students for an evolving workforce. By 2030, Institute for the Future estimates that 85 percent of the jobs that today’s K-12 learners will be doing haven’t been invented – demanding a workforce that is creative and prepared to respond innovatively to real-world problems.2 Including the arts in STEM learning can further enhance teaching and student achievement, and build upon existing approaches to STEM that encourage students to apply creativity to solving real-world problems. As a response to changing workforce demands, policymakers across the country are increasing their focus on the role of the arts in STEM and exploring opportunities to create and implement STEAM (science, technology, engineering, arts and mathematics) programs. This report highlights state policies and practices that can help states to increase student access to STEAM education.
Visual Arts Matter
The Arts Education Partnership reviewed multiple research studies identified within ArtsEdSearch – a national clearinghouse of rigorous arts education research – to better understand the role visual arts play in student success. This resource explores how visual arts support students’ academic success both within and outside of school settings by cultivating learning skills, boosting academic achievement and enhancing the educational experience of traditionally underserved students.
