Music Education's Impact on Student Achievement & General Development

MUSIC EDUCATION’S IMPACT ON STUDENT ACHIEVEMENT & GENERAL DEVELOPMENT Education Through Music, Inc. 2012-2013 School Year Findings

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INTRODUCTION This report looks at how Education Through Music,

perform in school concerts, plays, and community

Inc. (ETM) impacts students and schools being

events (through both general music and ensemble

served, based on research conducted by ETM over

participation) are contributing factors to students’

the 2012-2013 school year. The findings address how

general development. In addition, ETM involves the

the ETM program contributes to students’ academic

full school community in professional development

achievement and general development. The research

and advocacy, to promote effective integration across

also measures how the ETM program is perceived

disciplines and build support for music as part of a

by those in its partnership school communities,

well-rounded education.

including classroom teachers, principals, and parents.

ETM is a non-profit organization founded in 1991 that provides music education to New York City schools.

In the 2012-2013 school year, ETM partnered with 28 NYC schools and served over 14,000 students in grades K-8, from low-income families. ETM’s music instruction is comprehensive, sequential, skills- and standards-based. In addition to teaching children musical skills and knowledge, music teachers use music to support learning in all areas. Through music instruction’s emphasis on transferable cognitive skills and content integration, ETM enhances students’ academic performance. ETM’s instruction combined with students’ opportunities to

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Music Education’s Impact on Student Achievement & General Development

PUBLIC CONCERN Studies show that children learn better when mu-

mented experiences that do not provide children with

sic is part of their school routine. Research on the

knowledge and skills. In New York City, there has yet

effects of music on childhood development are

to be an equitable, city-wide restoration of the arts

highlighted in the latest reports from the National

programs that were removed in the 1970s. The New

Association for Music Education (NAfME), Broader

York City Department of Education’s 2012-2013 An-

Minded: Think Beyond the Bubbles (2014) and from

nual Arts in Schools Report reveals the failure of local

the Arts Education Partnership (AEP), Music Matters

schools to meet minimum state requirements: 59%

(2011). These reports include studies that confirm

of city schools do not have a full-time certified music

how learning music enhances children’s reading,

teacher, and only 1/3rd of 6th-8th graders reported

writing, mathematical and spatial reasoning skills.

participating in music classes. Nationwide, there still

The findings demonstrate the positive link between

remain a high number of students not receiving full-

music education and students’ development in social

time music instruction, as evidenced by data within

and emotional capacities, creativity, and cognitive

the United States Department of Education’s 2012

thinking. Other studies emphasize the importance of

report, Arts in Education in Public Elementary and

arts engagement from an early age, and particularly

Secondary Schools (1999-2000 and 2009-10).

among students of low socio-economic status, as in the National Endowment for the Arts 2012 report,

Thus, there remains a strong need for well-sup-

The Arts and Achievement in At-Risk Youth: Findings

ported, comprehensive general music programs

from Four Longitudinal Studies.

throughout New York City schools. ETM’s research findings from the 2012-2013 school year emphasize

Despite research pointing to the far-reaching benefits

the importance of such programs in playing a vital

of music education, many schools, especially those

role in students’ success. They are highlighted in the

serving low-income students, have excluded music

following Summary:

from the curriculum or have relied on isolated, frag-

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SUMMARY 1) ETM students show greater academic achievement than their peers in non-ETM schools. The ETM program supports learning in the academic areas of Math and English Language Arts (ELA).

Comparative data from the New York State (NYS) Assessment suggests that students within ETM schools have greater academic achievement than those in NYC public schools that have similar demographic populations. Furthermore, ETM students’ academic achievement is positively correlated to their musical achievement, based on performance measures from the NYS Assessments and the ETM Music Assessment.

2) ETM has a positive impact on students’ general development. The ETM program is important to students’ development in a variety of social and emotional measures, as indicated by survey responses from students, classroom teachers and parents. Most notably, respondents reported that the program helped students within the areas of self-esteem, creativity, and positive attitude.

3) ETM’s partnership school communities highly regard the music program. The overall program is perceived as a necessary and positive school presence, as indicated by survey responses from classroom teachers, principals, and parents. In particular, classroom teachers regard the program’s music instruction as beneficial to their students’ learning in all areas.

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KEY FINDINGS 1) ETM students show greater academic achievement than their peers in non-ETM schools.

Students in ETM partner schools achieved significantly higher proficiency rating averages on the NYS Math and English Language Arts (ELA) Assessment compared to students in peer schools (schools serving similar demographic populations).

The NYS academic proficiency ratings range from 1.0 to 4.5 points, with a 4.5 representing the highest achievement. ETM students’ averages are higher than their peer students by 5.4% in Math (0.13 points) and by 4.6% in ELA (0.11 points). Both differences are statistically significant.

Comparison Between ETM and Peer Schools (465 students) - 2013 NYS Math and ELA Proficency Ratings 2.52

Math

2.39 2.50

English Language Arts

2.39 ETM Sample

Peer Schools

Furthermore, ETM students’ academic proficiency ratings are positively associated to their ETM Music Assessment scores. Regression analyses show that a 10 point increase on the ETM Music Assessment corresponds to a 4.2% increase in Math proficiency ratings (or 0.19 points), and a 3.7% increase in ELA proficiency ratings (or 0.17 points). Both increases are statistically significant.

A correlation analysis confirms a moderate to strong relationship (Lund Research Ltd., 2013). On a coefficient scale of 0 to 1, with 1 representing a perfect correlation, Math and Music have a significant correlation coefficient of 0.462, while ELA and Music have a significant correlation coefficient of 0.437.

Correlations between Academic and Music Achievement

0.462

0.437

Math

ELA Music

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Music Education’s Impact on Student Achievement & General Development

2) ETM has a positive impact on students’ general development.

A high percentage of respondents report that the music program helped students’ general development across a variety of measures and that the greatest impact is on students’ self-esteem, creativity, and positive attitude.

Approximately 90% of students believe that going to music class helped them to “feel better about myself” and “feel better about my future.” Nearly all classroom teachers (98%) and parents (97%) report that ETM has a positive impact on students’ self-esteem.

Percent who report that ETM positively impacts students’ self-esteem

Students* (N=920)

90%

Classroom Teachers (N=260)

98%

Parents (N=486)

97%

*Survey items measuring self-esteem: music helps me “feel better about myself” and “feel better about my future”

Approximately 92% of students believe that going to music class helped them to “be more creative.” Nearly all classroom teachers (99%) and parents (97%) report that ETM had a positive impact on students’ creativity.

Percent who report that ETM positively impacts students’ creativity

Students (N=897)

92%

Classroom Teachers (N=261)

99%

Parents (N=486)

97%

Nearly all classroom teachers (98%) and parents (97%) report that ETM has a positive impact on students’ “positive attitude.”

Percent who report that ETM positively impacts students’ positive attitude

Classroom Teachers (N=261)

98%

Parents (N=490)

97%

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3) ETM’s partnership school communities highly regard the music program.

Classroom teachers and principals have a high regard for the overall ETM program (e.g., ETM instruction, music events, school-wide professional development). About 94% rate the program as either “excellent” or “good.”

Overall Rating of ETM

Classroom Teachers (N=244)

35%

Principals (N=17)

29% Good

94%

59%

94%

65% Excellent

Classroom teachers believe that ETM’s instruction is beneficial to their students’ learning. About 90% report that ETM positively impacts students’ skills in critical thinking, literacy and math. Classroom teachers also report collaborating with ETM music teachers, and aligning one another’s lessons or units to the Common Core Learning Standards.

Classroom teachers who report that ETM positively impacts students’ skills in:

Critical Thinking

36%

Literacy

42%

Math

42%

Somewhat

36%

30%

27%

Quite a bit

A great deal

20%

92%

16%

88%

18%

87%

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CONCLUSIONS This report’s findings demonstrate the importance

students’ self-esteem, creativity, and positive attitude

of ETM’s integrated music curriculum. First, the re-

may extend to academic areas, contributing to stu-

sults show that music and academic achievement are

dents’ overall educational achievement.

closely tied. This is a main reason why the ETM model emphasizes teaching music as a core subject that

Classroom teachers at ETM partnership schools rec-

supports learning in all areas. Furthermore, the data

ognize the benefit of music instruction as an inte-

suggest that students participating in ETM do better

gral part of learning and development. They are col-

academically than students in similar schools that

laborating with ETM music teachers and integrating

are not participating in the program. While additional

concepts gained through music instruction into their

school factors may contribute to students’ academic

classrooms. Student success (academic, musical, or

success (e.g., school environment, teacher quality,

developmental) thrives in a supportive school culture,

and principal leadership), the positive overall sur-

and the data collected demonstrate this support. Fi-

vey responses about ETM’s impact serve to reinforce

nally, the overall high regard for the ETM program is

these findings.

driven in large part by strong leadership. The classroom teachers’ opinions of the ETM program’s overall

ETM is seen by many as an important factor in stu-

rating are positively correlated to their reports of their

dents’ general development. The program’s benefit to

principal’s encouragement for the program.

NEXT STEPS ETM will continue its mission to implement its pro-

the schools that serve them. Over the 2013-2014

gram in NYC schools, and particularly those with the

school year, ETM will begin the implementation of a

leadership necessary for the ETM music program

longitudinal study that will eventually incorporate a

to flourish. In the meantime, ETM looks to promote

quasi-experimental design. ETM is hopeful that this

the success of its model to policy makers and the

approach will reveal new insight into how the pro-

general public. ETM’s research findings highlight

gram contributes to students’ academic and general

the impact that music can have on students, and on

development over time.

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Music Education’s Impact on Student Achievement & General Development

METHODOLOGY Education Through Music’s 2012-2013 school year report

2012 to June 2013, ETM staff administered surveys in

is based on survey data collected from students, class-

person at ETM concert events at which parents were

room teachers, parents and principals. ETM collected stu-

present. ETM obtained parents’ opinions of how the

dents’ academic data from the 2013 New York State (NYS)

ETM music program has helped their child academi-

Assessment in Math and English Language Arts (ELA), and

cally and developmentally.

from its own standards-based ETM Music Assessment.

Data Collection

• Principal Survey: The ETM-developed principal survey was completed by 17 principals from ETM partner schools. Administered through an online format in May

• Student Survey: A sample of approximately 921 stu-

and June 2013, the survey obtained principals’ per-

dents in grades 3 through 8 was surveyed in 17 ETM

spectives about the effectiveness of ETM’s services and

partner schools. Music teachers administered the sur-

the program’s overall impact.

vey to students during music class at the end of the

• ETM Music Skills Assessment: ETM collected Music

school year in June 2013. The survey obtained students’

Assessment scores from 2,945 students in 3rd through

opinions of music’s impact on their general develop-

8th grades in 19 ETM partner schools. Music teachers

ment and included measures of confidence, school

administered the written assessment to students dur-

motivation, focus, peer cooperation, creativity, and mu-

ing music class at the end of the school year in June

sical interest. It was modified from the After-School

2013. The assessment is aligned to the Common Core

Initiative’s Toolkit for Evaluating Positive Youth Develop-

Learning Standards as well as standards for music

ment (The Colorado Trust, 2004).

education (i.e., New York City’s Blueprint for Teaching

• Classroom Teacher Survey: A sample of approximately

and Learning in the Arts, New York State’s Learning

275 classroom teachers of Kindergarten through 8th

Standards for the Arts, and the National Standards for

grades was surveyed in 19 ETM partner schools. The

Music Education).

survey was administered through an online format

• New York State Assessment: ETM collected NYS Math

in May and June 2013. The ETM-developed survey

and ELA Assessment data from 577 and 568 students

measured teachers’ perspectives of music education’s

(respectively), in 3rd through 8th grades in 14 ETM

impact; opinions of ETM’s professional development;

partner schools. The NYS Math and ELA tests were

instructional collaboration and integration; and their

administered in Spring of 2013 by teachers within each

overall rating of the ETM program.

respective school. After the students completed the as-

• Parent Survey: A sample of approximately 490 parents

sessments, ETM submitted a data request to the NYC

of children in in Kindergarten through 8th grades was

Department of Education to receive individual students’

surveyed in 23 ETM partner schools. From December

test data of students whose parents provided consent.

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ANALYSIS METHODS For this report, ETM analyzed survey frequencies and assessment means. Among the various statistical tests, ETM considered the statistical significance of results at p-values of less than 0.05, 0.01, and 0.001. To analyze students’ music and academic test scores together, Linear Regression and Pearson Product Moment Correlation methods were conducted. To compare means among ETM students and peer school students, a Paired Samples T-Test was conducted. Each student’s mean proficiency rating in Math and ELA was aligned to the mean proficiency rating of their same grade-level students across an average of three peer schools. This enabled a pairedsample comparison of means. ETM picked the first three peer schools as comparison schools that fit the following criteria: not a current or former partnership school; located within the same borough (in most cases, if possible); matched across all testable grade levels.

Please refer to the New York City Department of Education’s Educator Guide: New York City Progress Re-

port Elementary/Middle/K-8 2012-2013 for descriptions of the following: • Proficiency Ratings • Performance Levels • Peer Groups

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Music Education’s Impact on Student Achievement & General Development

REFERENCES Arts Education Partnership. (2011). Music matters: How music education helps students learn, achieve, and succeed.

Retrieved from website: http://www.aep-arts.org/wp-content/ uploads/2012/08/Music-Matters-Final.pdf Catterall, J. S., Dumais, S. A., & Hampden-Thompson, G. National Endowment for the Arts, (2012). The arts and achievement in atrisk youth: Findings from four longitudinal studies. Retrieved from website: http://arts.gov/sites/default/files/Arts-At-Risk-Youth.pdf Colorado Trust. (2004). Afterschool initiative’s toolkit for evaluating positive youth development. Retrieved from website: http://www.coloradotrust.org/attachments/0000/2842/ASIEvalAssessment-report9-05.pdf Lund Research Ltd. (2013). Pearson’s product-moment correlation in spss. Retrieved from https://statistics.laerd.com/ premium/pc/pearson-correlation-in-spss-8.php National Association for Music Education. (2014). Broader minded: Think beyond the bubbles. Retrieved from website: http://advocacy.nafme.org/files/2014/02/NAFME42166_ BeyondBubblesBrochure_FINAL1.pdf New York City Department of Education. (2013). Educator Guide: New York City Progress Report Elementary/Middle/K-8 2012-2013. Retrieved from website: http://schools.nyc.gov/ NR/rdonlyres/7B6EEB8B-D0E8-432B-9BF6-3E374958EA70/0/ EducatorGuide_EMS_20131118.pdf New York City Department of Education. (2013). 2012-2013 annual arts in schools reports. Retrieved from website: http://schools. nyc.gov/offices/teachlearn/arts/artsinschoolsreport.html United States Department of Education. (2012). Arts in education in public elementary and secondary schools, 19992000 and 2009-10. Retrieved from website: http://nces.ed.gov/ pubs2012/2012014rev.pdf

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