Examination of the relationship between instrumental and non-instrumental music participants' standardized test scores reading and mathematics

The purpose of this investigation was to examine any relationships between students participating in public school instrumental music programs and standardized test scores in a large, suburban, Midwestern school district. Test scores from the 2008-2009 school year were analyzed from fifth-, eighth- and twelfth-grade students from one school district in a state representing the Midwest area of the United States (N = 586). Test scores were examined from participants in eight elementary schools (n = 356), one middle school (n = 148), and one high school (n = 82). Half of the participants were enrolled in the band or orchestra program. The other half were randomly selected, according to grade, from the general school population. The standardized tests analyzed in this investigation were those administered to meet state assessment requirements stipulated by No Child Left Behind (NCLB) legislation. Electronic copies of the test results for each school were obtained for use from the school district's testing coordinator. All scores were standardized for comparison purposes. Overall results indicated that instrumental music students outperformed their non-instrumental peers, regardless of socioeconomic status.