A National Analysis of Music Coursetaking, Social-Emotional Learning, and Academic Achievement Using Propensity Scores

Abstract

The purpose of this study was to examine the association between curricular high school music participation, academic achievement, and social-emotional learning. The analysis involved a “doubly robust” approach combining propensity score weighting and nested multiple regression using data from the nationally representative High School Longitudinal Study of 2009. Results of the study were mixed. Preliminary tests revealed many significant differences between the choral and instrumental students and the control group, but the propensity score weighting moderated almost all of these effects to nonsignificance. The only unambiguously positive finding was that instrumental music students had higher reading scores than comparable students who did not enroll in music. Yet, subpopulation effects emerged for certain categories of music students based on factors such as race, sex, and prior school achievement. Although the lack of widespread main effects in this study coheres with prior research, the results for certain subpopulations suggest intriguing future directions for research on potential extramusical benefits of music education.

The impacts of a high-school art-based program on academic achievements, creativity, and creative behaviors

“…These results are consistent with previous evidence that has demonstrated a similar relationship between art-based programs and academic performance 12 , 16 , 18 , 54 – 58 .…”

Restorative Justice and Classroom Management in Elementary General Music Classrooms

“…Furthermore, music education can support SEL in growing and understanding our emotions (Schellenberg & Mankarious, 2012), self-regulating our emotions (Sakka & Juslin, 2018), taking responsibility for our actions (Davidson & Good, 2002), developing empathy (Egermann & McAdams, 2013), and expressing ourselves (Gold et al, 2017). Shaw (2022) examined the association between high school music participation and social and emotional outcomes. Findings indicated that there were no strong associations and that there might be connections between enrollment in music courses (e.g., band, choir, orchestra) and social-emotional outcomes.…”

Meeting the Social and Emotional Needs of P–12 Learners: A Descriptive Study of Music Teacher Education Programs

“…Researchers have found social outcomes of sharing, shared decision-making, cooperation, collaboration, independence, and student self-concept (Claire, 1993(Claire, /1994Ilari et al, 2019;Ritblatt et al, 2013;Shouldice, 2014;Trusty & Oliva, 1994;Wolf et al, 2019). Researchers also found that musical activities fostered feelings of belonging and identity, which contributed to students' social awareness, social responsibility, and team functioning (Abramo, 2011;Adderley et al, 2003;Allsup, 2003;Campbell, 1995;Coffman, 2002;Parker, 2010Parker, , 2018Shaw, 2022). Research focused on students' emotional development in music has identified outcomes, including growth in emotion regulation skills, fostering emotional connection, increased emotional awareness and sensitivity, stress reduction, and heightened enjoyment (Brown, 2020;Koops, 2018;Parker, 2010).…”