The Effect of Instrumental Music Participation and Socioeconomic Status on Ohio Fourth-, Sixth-, and Ninth-Grade Proficiency Test Performance

Fitzpatrick, Kate R.

doi:10.1177/002242940605400106

Cited by 94 publications

(118 citation statements)

References 11 publications

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“…These results are congruent with similar studies showing a positive correlation between music participation and standardized test scores (The College Board & MENC, 2001;Babo, 2004;Vaughn & Winner, 2000;Kluball, 2000;Helmrich, 2010). Many studies concluded that music was beneficial for all students regardless of their socioeconomic status (Catterall, 1998;Kinney, 2008;Miksza, 2007;Fitzpatrick, 2006).…”

Section: Chapter I -Introductionsupporting

confidence: 82%

Section: Chapter I -Introductionmentioning

confidence: 99%

“…In addition, recent studies that focus on achievement in the "high-stakes" Helmrich, 2010). Many studies concluded that music was beneficial for all students regardless of their socioeconomic status (Catterall, 1998;Kinney, 2008;Miksza, 2007;Fitzpatrick, 2006).While these results are an important part of the public school music education discussion, it is important for me to note my belief in the non-tangible successes of music. A knowledge of, and passion for, the arts is an achievement that is without a standardized measurement tool, yet no less important to the overall education of the student.…”

mentioning

confidence: 97%

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Teaching Under Pressure

Sklar¹

2014

Preprint

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The purpose of this comparative case study was to investigate, explore, and describe the methods and practices of secondary instrumental music education in a public school setting. Two sites, a Rhode Island public school and a Rhode Island community music school, were chosen for observation. Two major ensembles, a jazz band and a concert band, were observed at each site on four different occasions. Observations were organized by the National Standards of Music Education, although the study did not focus on whether or not the programs "met" the standards. Data was also placed into the category of non-musical factors. Observations and analysis found that the non-musical factors, and themes that emerged from those factors, were the largest noticeable difference between the two sites. These factors also contributed to the disparity in the two sites abilities to address the standards. Non-musical factors such as scheduling and interruptions were the major issues facing the public school site, including split rehearsal times between ensembles and missed rehearsals due to assemblies. Both sites had significant gaps in their addressing of the standards, although the community music school met more of the standards. This may just be a result of the increase in time spent in rehearsal. This research opens the questions of whether or not the constraints facing public school music educators are hindering their ability to fully educate their students.Research can also be performed to gauge the perceptions that secondary instrumental music educators have on the standards. TEACHING UNDER PRESSURE 4 CHAPTER I -INTRODUCTIONThe public school classroom is a complicated place. With pressure being applied from all sides, public school teachers today are faced with the choice between "have to understand this," versus "have to get through this." This is especially true in the music classroom. While other subjects demand more of students' time and focus, music classrooms may experience a lack of time and support within the public school day.Regardless of the complications of public school education, access to an education in music is best achieved through its scope. A projected 49.8 million students attended American public schools in the 2012-2013 school year (National Center for Education Statistics, http://nces.ed.gov). Music educators will have no greater access to the schoolaged population. For this reason, understanding the current public school music education classroom is crucial to discussing and reviewing current practices and roles.Over the last two decades, research attempting to define music's role on student performance in other academic areas has become increasingly popular. An overwhelming majority of those studies have shown that a student who participates in music, whether through a school program or a study provided initiative, benefits academically from that instruction. In addition, recent studies that focus on achievement in the "high-stakes" Helmrich, 2010). Many studies concluded that music was benefici...

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Section: Chapter I -Introductionsupporting

confidence: 82%

Section: Chapter I -Introductionmentioning

confidence: 99%

mentioning

confidence: 97%

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Teaching Under Pressure

Sklar¹

2014

Preprint

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“…In light of the data, Fitzpatrick (2006) and Johnson and Memmott (2006) reinforce the stance that music instruction should be offered in the schools for music's sake alone. Kinney and Forsythe (2005) acknowledge that music educators prefer to establish music in the schools for its intrinsic qualities, yet recognize that this position can often require a little bending to yield to the political and other pressures placed upon them.…”

Section: The Extra-musical Benefits Of Music Instructionmentioning

confidence: 94%

“…For instance, Zellner (2011) found a positive relationship between instrumental music instruction and critical thinking skills as assessed by the math and reading content areas of the Pennsylvania System of School Assessment. Fitzpatrick (2006) evaluated the test scores of Columbus, Ohio students on all areas of the Ohio Proficiency Test. Instrumental students of both socioeconomic statuses outperformed their non-instrumental peers with instrumental students receiving free and reduced price lunches outperforming the non-instrumental students at the higher economic status on four of five content areas, an interesting trend worthy of note.…”

Section: The Extra-musical Benefits Of Music Instructionmentioning

confidence: 99%

Administrator and band director perceptions of the implementation of KY Core Content for Assessment in Music.

Buchholz¹,

David

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A dual step transfer model: Sport and non‐sport extracurricular activities and the enhancement of academic achievement

Bradley

Conway

2016

British Educational Res J

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This paper explores the influence that school sport and non-sport extracurricular activities (ssEC and nsEC) can have on academic achievement. A central thesis of this paper is that, despite the literature on the perceived and presumed benefits of school sport and of non-sport activities, theorising a model of the process by which the benefit is attained, which we conceptualise as a case of transfer, has been neglected.Cognisant of the long-standing literature on transfer and the recent resurgence in transfer research, we present a dual step transfer hypothesis by which ssEC and nsEC activities confer academic achievement benefits. Key to this dual step transfer hypothesis is the influence these activities have on non-cognitive skills, whereby the activity promotes non-cognitive skills (i.e. motivational-social skills), which in turn promotes learning and academic achievement. We present an overview of transfer from the early discussions framing transfer to either mental muscle or identical elements mechanisms, to more recent discussions and new perspectives on what counts as transfer. To this discussion we compare research linking academic achievement to school physical education, school sport, and school non-sport activities. We place particular emphasis on extracurricular activities and the potential influence they can have on non-cognitive characteristics. In making our argument we weigh up the relative support for dual step transfer within extant literature on both areas, and in doing so return to take a position on the long-standing and divergent framing of transfer in terms of either mental muscle or identical elements mechanisms.

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The Effect of Instrumental Music Participation and Socioeconomic Status on Ohio Fourth-, Sixth-, and Ninth-Grade Proficiency Test Performance

Cited by 94 publications

References 11 publications

Teaching Under Pressure

Teaching Under Pressure

Administrator and band director perceptions of the implementation of KY Core Content for Assessment in Music.

A dual step transfer model: Sport and non‐sport extracurricular activities and the enhancement of academic achievement

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