12th Grade Academic Outcomes Associated with Middle- and High-School Music Enrollment Among Low-Income, Ethnically Minoritized Students

Abstract

Researchers have long studied the relationship between musical training and cognitive and academic outcomes using a variety of theories about why musical experiences might influence non-music outcomes. However, inconsistent findings leave some researchers questioning the existence of strong transfer effects. Because pre-existing socio-economic advantages support both academic performance and selection into music electives, it is challenging to disentangle the possible impact of music from a child’s natural and/or privileged trajectory. Researchers interested in the “effects” of in-school music participation who cannot employ random assignment must understand and control for pre-existing differences between music and non-music groups using longitudinal, quasi-experimental methods to examine outcomes. This was the goal of this dissertation. The current large-scale, 5-cohort, 14-year longitudinal study followed a large (n = 20,161) sample of mostly low-income (80% qualify for free/reduced-price lunch) and ethnically minoritized (59% Hispanic, 34% Black, 7% White/Other) students from preschool through middle and high school (6th-12th grade) in a large metropolitan, public school system. Information on student demographics, music course enrollment, and academic performance were collected from school records/transcripts, and cognitive school readiness was directly assessed at age four. I examined the relationship between in-school ensemble music elective enrollment (i.e., band, chorus, guitar, orchestra, keyboard, general music, and music theory) and student academic outcomes in 12th grade (non-arts GPA, days absent, suspension, diploma, and high school completion). Importantly, I controlled for selection effects of music enrollment (i.e., race/ethnicity, gender, poverty, special education status, English language learner status, English proficiency, and 8th grade GPA) and enrollment in other arts electives (i.e., dance, drama, & visual arts) to better compare music to non-music students. I used linear (overall GPA, academic GPA, days absent) and logistic (suspension, graduation) regression. The following research questions were be explored: 1) After controlling for selection factors (i.e., gender, race/ethnicity, SES, disability status, early-ELL status, and 8th grade GPA) and enrollment in other arts electives in high school (9th-12th grade), are there differences in high school academic outcomes between music and non-music students? 2) Does earlier 8th grade GPA moderate the relationship between years of music enrollment (0-4 years for high school and 0-7 years for middle and high school combined) and 12th grade academic outcomes? 3) Does breadth/dosage of music enrollment (i.e., enrollment in multiple types of music vs. staying with the same type of music) matter in predicting high school outcomes related to music participation? Results show that controlling for selection factors, music enrollment, and more years of music throughout middle and high school, were related to significantly lower odds of school suspension in 12th grade, and higher odds of earning a diploma and completing high school. Music enrollment in some models was related to slightly lower 12th grade non-arts GPA. Results were the same regardless of the student’s initial 8th grade GPA. Taking multiple types of music courses in secondary school (breadth/dosage) was also related to positive 12th grade outcomes (better attendance, better school completion) both by itself and above and beyond being enrolled in music. It appears that the social experience of being in high school music electives supports positive engagement, persistence, and graduation outcomes in high school and taking multiple types of music further helps.