Correlation between music programs and student test scores in elementary schools

Despite research demonstrating that music education enhances critical thinking skills in children and develops knowledge of diverse cultures, schools often withdraw music education from the curriculum when budgets are tight. At the same time, budgets within school districts have increased for the subjects of reading and math due to testing required under NCLB. In the current quantitative correlational study, the relationship between student performance on the Texas Assessment of Knowledge and Skills (TAKS) test in reading, science, and mathematics and the availability of a music program in elementary schools was examined. The theoretical framework of the study was Gardner's theory of multiple intelligences. The total TAKS scores of students in elementary schools with music programs were compared with the total TAKS scores of students in elementary schools without music programs. The sample of the study consisted of 25 elementary schools providing a music program and 25 elementary schools providing no music program. The data were collected for the academic school year 2007-2008 and analyzed using analysis of variance. Students in schools with music programs do not achieve higher scores on standardized tests in the subject areas of reading, science, and mathematics than students in schools without music programs. These results are inconsistent with much of the literature that has established a positive relationship between music education and achievement on standardized tests in these subjects. Suggested reasons for these results are discussed in Chapter 5. Recommendations for future study included conducting similar research in more than one geographical location and examining music education from the perspective of different theoretical frameworks.