Link Between Music Programs and Academic Achievement

Since the No Child Left Behind Act was passed in 2001, educational institutions
focus became primarily on core subjects such as, math, reading and writing. Music
classes are not considered core but extra curricular and are sometimes cut to include more
core work. As a music educator I have watched music programs be eliminated because of
a lack of funding for music. I personally feel this is detrimental to our students
development. The purpose of this study is to find out if there is a link between music
programs removal from the curriculum and poor academic success.
Research Questions
1. What is the average GPA of a Junior class at a school with Music courses vs. one
that does not have music?
2. If the roles were reversed would the data be the same?
3. What benefits do music classes offer?

Method of Procedure
The method selected for this study will be quasi-experimental and qualitative in
nature. The need for actual data is very important in that we need to see if there is a
defined link. However the randomization of participants is not necessary. We need two
distinct existing groups.

Selection of Sample

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There will be two groups selected for this research study. In order for the study to
work, we need to find a group of High School Juniors at a school with music education
classes and another group from a High School without. At the opposite school, students
who would be interested in music classes if offered will be selected. Because music
classes are voluntary in nature, no students will be prescreened in either school. Juniors
are selected so as to not take sophomores away from test preparations and to not interfere
with senior activities. Letters and emails will be sent to school districts to volunteer their
campuses.

Design
As stated above we will be using a quasi-experimental design. This was chosen
because the need for actual data is required, however because we are choosing specific
groups from two different schools it cannot be fully experimental.
After the groups are selected from each school, a junior level assessment test will
be given to each group consisting of math, reading, and writing. Next, the students who
have been in music programs will taken out and put into a math, reading and writing
courses. The students at the opposite school who have not had a music class offered will
be allowed to join band, choir or orchestra. Over the course of a semester students will
attend their new classes. At the end of the semester another junior level assessment test
will be given. The students will also receive a Likert scale questionnaire to find out their
thoughts on the study.

Data Analysis

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The first assessment test given to the students will be collected and analyzed in
order to find the average scores in each subject for each school. At the conclusion of the
semester the second test will be taken and analyzed the same as the first test. Those
scores will be studied and compared to each other to find if there is difference in the
scores. The expected outcome of the study is to find if students who are offered music
courses are higher achievers.
References

Coutinho, C., & Mota, P. (2011). Web 2.0 Technologies in Music Education in
Portugal: Using Podcasts for Learning. Computers In The Schools, 28(1), 56-74.

Teodoro, A. (2010). Curriculum policy in Portugal (1995-2007): global agendas and

regional and national reconfigurations. Journal Of Curriculum Studies, 42(5), 621647.

Smolej Fritz, B., & Peklaj, C. (2011). Processes of self-regulated learning in music theory
in elementary music schools in Slovenia. International Journal Of Music
Education, 29(1), 15.

Vakeva, L. (2006). Teaching popular music in Finland: what's up, what's ahead?.
International Journal Of Music Education, 24(2), 126-161.

Chun In. P. (2009). A Study of the Periodization of the History of Korean and Japanesese
Music. Acta Koreana, 12(2), 79-126

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Wright, R. (2008). Kicking the Habitus: Power, Culture and Pedagogy in the Secondary
School Music Curriculum. Music Education Research, 10(3), 389-402.

Robinson, P. (2009). Issues of culture and sociology in defining 'musical culture'.

Victorian Journal Of Music Education, 12(1), 3-8.

Rickard, N. S., Bambrick, C. J., & Gill, A. (2012). Absence of Widespread Psychosocial
and Cognitive Effects of School-Based Music Instruction in 10-13-Year-Old
Students. International Journal Of Music Education, 30(1), 57-78.

Marshall, N. A., & Hargreaves, D. J. (2008). Teachers' views of the primary-secondary

transition in music education in England. Music Education Research, 10(1), 63-74.
Costley, K. C. (2011). The Link between Musical Achievement and Academic
Achievement of Young Children. Online Submission,

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595 Research Plan Grading Rubric

CLAQWA (modified), Flateby & Metzger - University of South Florida
Module 1 Assignment
Statement of the Problem
The statement of the problem and need for the study is clearly addressed.
The statement of the problem is clear, although a rare extraneous element is
introduced.
The research plan has a statement of the problem, but additional unrelated
ideas distract the reader.
The statement of the problem is unclear.
The research plan lacks a statement of the problem or appears to reflect the
writer's "free association."
Module 2 Assignment
Research Questions
All research questions are well written and relate to research topic.
Majority of research questions are well written and relate to research topic.
Research questions slightly deviate from research topic and have room for
improvement.
Research questions are unrelated to research topic.
Research questions are poorly written, unrelated to problem.
References
All references are appropriate with no APA errors.
Most references are appropriate and/or limited APA errors.
Some references are appropriate and/or limited APA errors.
Many references are inappropriate and/or a variety of APA errors.
Most references are inappropriate and/or excessive APA errors.
Module 6 Assignment
Selection of Sample
Target population was identified and appropriate method used for selection of
sample of participants. Description of participants was included and
appropriate in ability to provide data in answering research questions.
Little discussion of target population; however sampling technique used for
selection was discussed and appropriate in providing data for research
questions. Description of participants provided.
No discussion of target population and room for improvement in sample
technique used. No description of actual participants.

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No discussion of target population and poor sampling technique used.

No discussion of target population and/or sampling technique used.
Participants targeted for study were inappropriate for providing data to
research questions.
Design
Procedure for collecting and analyzing data was sound, effective and realistic
to addressing the research questions posed in the research plan. Provides a
clear roadmap to the reader.
Procedure for collecting and analyzing data was appropriate for research
questions posed in the research plan. Room for improvement with description.
Procedure for collecting and analyzing data was average for research
questions posed in proposal with room for improvement.
Procedure for collecting and analyzing data was attempted for research
questions posed in proposal; however, better description is needed.
Procedure of collecting and analyzing data was inappropriate and unrelated to
research questions statements posed in the research plan.
Module 7 Assignment
Data Analysis
Description of analysis of data excellent. Methods used for analysis of data
appropriate.
Description of analysis of data good. Methods used are appropriate with some
room for improvement.
Description of analysis of data average.
Little description of analysis of data. Need major revisions.
Inaccurate description provided for analysis of data.