The predictive relationship between achievement and participation in music and achievement in core grade 12 academic subjects
Gouzouasis P., Guhn, M., & Kishor, N. (2007). The predictive relationship between achievement and participation in music and achievement in core grade 12 academic subjects. Music Education Research, 9(1), 81-92.
This study examines the extent to which academic achievement of grade 12 students is related to achievement and participation in music, including concert choir, jazz choir, concert band, orchestral, and jazz band. For three consecutive cohorts of grade 12 students (2001, 2002, and 2003), the researchers studied the relationship between achievement in music courses and achievement in English, mathematics, and biology courses, and explored whether group average differences in academic achievement were evident for grade 11 music and non-music students on these grade 12 assessments.
A positive correlation was found between achievement in music courses and achievement in core subjects across three consecutive cohorts of students. Average correlations between music course achievement and math (r=.22) and biology (r=.26) were equal to medium effect sizes, while the correlation with English achievement (r=.16) was equal to a small effect size.
A consistent pattern of differences in academic achievement was found between students that participated in grade 11 music courses and students that did not participate in any grade 11 music courses across all three cohorts. Students participating in band had, on average, higher achievement scores in English, mathematics, and biology. Other music course participation (string, choir, or music composition), was associated with higher achievement in mathematics and biology, but not English.