Music participation and socioeconomic status as correlates of change: a longitudinal analysis of Academic achievement

Abstract

This study is a longitudinal investigation of the relationships among music participation (i.e., band, chorus, orchestra), socioeconomic status (SES) and standardized measures of academic achievement (i.e., math, reading, social studies, science) in a national sample of American high school students (N=5335). The data used for this study were drawn from the first three waves (i.e., 8th, 10th and 12th grade) of the National Educational Longitudinal Study of 1988 (U.S. Department of Education). Hierarchical linear modeling was used to analyze inter- and intraindividual differences in academic achievement over time. The final model included music participation and SES as significant predictors. Results indicated that music participants began the study with significantly higher academic achievement scores in all subjects and maintained higher scores over time. Although SES was found to be significant predictor, the variance explained by the interaction of SES and music participation was found to be negligible. The results confirmed those of previous studies linking music participation and academic achievement.

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