The impact of instrumental music programs on student achievement in an urban-suburban fringe school district
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Abstract
The purpose of this study is to examine if students that participate in instrumental music programs have higher academic achievement as measured by ACT composite test score than students who do not participate in instrumental music programs in a mid-western urban-suburban fringe district. This study examined the ACT composite scores of those who participate in instrumental music and those who do not participate in instrumental music of the entire graduating 2010-2011 senior class in all three high schools of the participating district. Data revealed that 12th grade students having had instrumental music participation during their high school years scored significantly higher with an average ACT composite score of 23.39 as compared to students not having instrumental music participation with an average ACT composite score of 19.68. Research on music implementation is crucial for all educators due to the increased accountability for student achievement. Educators must explore alternatives to utilize when striving for academic achievement. The results of this proposed quantitative study may increase awareness of how music influences student achievement, particularly with administration whose decisions affect the curriculum.
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Introduction -- Review of the literature -- Methodology -- Results -- Implications and recommendations -- Appendix A. University of Missouri--Kansas City IRB approval letter
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Ed.D.