Schellenberg ( Reference SCHELLENBERG2006) also showed that music training was associated positively with children's performance in school and that those who took music lessons over relatively long periods of time tended to be particularly successfully even when intelligence was controlled for. Those young musicians who participate in state wide ensembles also have higher SAT scores than state averages (DeCarbo, Fiese & Boyle, Reference DE CARBO, FIESE and BOYLE1990 Henry & Braucht, Reference HENRY and BRAUCHT2007). Research based on standardized verbal and mathematics achievement tests in the USA has shown that children who have participated in music courses while in high school perform better with the number of years engaged in music correlated with test performance (Catterall, Reference CATTERALL1998). This was moderated by the quality of the programme the higher the quality of the programme, the higher the academic attainment. Johnson and Memmott ( Reference JOHNSON and MEMMOTT2006), in a study in four regions including 4,739 elementary and middle school students, showed a strong relationship between third- and fourth-grade students’ academic achievement and their participation in music programmes. Similar outcomes have been reported by Trent ( Reference TRENT1996), Cardarelli ( Reference CARDARELLI2003) and Fitzpatrick ( Reference FITZPATRICK2006). Morrison ( Reference MORRISON1994), using data from the National Centre for Educational Statistics representing over 13,000 students, showed that high school students who participated in music reported higher grades in English, mathematics, history, and science than those who did not participate. For instance, using state-wide data, Abeles ( Reference ABELES2007) reported that groups of second grade children who participated in a weekly violin programme (three lessons every two weeks) outperformed non-violin group controls in performance on mathematics and language arts tests. The evidence from correlation studies in the USA has shown that students who participate in music education do better than their peers on many measures of academic achievement. The testing and examination system in place in the UK at the time of the research meant that it was possible to take prior attainment into account as national tests and examinations were undertaken by the children participating in the research at ages 11 and 16. There is also evidence that those who choose to play an instrument are already high attainers which may distort the findings (Harrison, Reference HARRISON1990 Klinedinst, Reference KLINEDINST1991) (for reviews see Arnett-Gary, Reference ARNETT-GARY1998 Shobo, Reference SHOBO2001 Yoon, Reference YOON2000 Hodges & O'Connell, Reference HODGES and O'CONNELL2007 Costa-Giomi, Reference COSTA-GIOMI, MacDonald, Kreutz and Mitchell2012 Schellenberg, Reference SCHELLENBERG and McPherson2014). Much of the existing research is based on correlation analysis which precludes the demonstration of causality, particularly as there are many possible confounding factors including having supportive parents and a home environment conducive to studying. However, there is relatively little evidence from schools in the UK. ![]() ![]() There is a growing body of international evidence relating to the impact of active engagement with music on attainment in school.
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