THE IMPACT OF MUSIC EDUCATION ON ACADEMIC ACHIEVEMENT ...

[Pages:100]THE IMPACT OF MUSIC EDUCATION ON ACADEMIC ACHIEVEMENT, ATTENDANCE RATE, AND STUDENT CONDUCT ON THE 2006 SENIOR CLASS IN

ONE SOUTHEAST VIRGINIA PUBLIC SCHOOL DIVISION

George Darryl Waller Dissertation submitted to the faculty at the Virginia Polytechnic Institute and State University in partial fulfillment of the requirements for the degree of

Doctor of Philosophy in

Educational Leadership and Policy Studies

Travis W. Twiford, Chairperson James R. Craig Christine Hill Rosalie Martin

March 29, 2007 Blacksburg, Virginia

Keywords: Music Education, Academic Achievement, Attendance Rate, Student Conduct, Secondary Education, Brain Research (The Mozart Effect)

Copyright 2007, George Darryl Waller

THE IMPACT OF MUSIC EDUCATION ON ACADEMIC ACHIEVEMENT, ATTENDANCE RATE, AND STUDENT CONDUCT ON THE 2006 SENIOR CLASS IN

ONE SOUTHEAST VIRGINIA PUBLIC SCHOOL DIVISION George Darryl Waller

Chairperson: Travis W. Twiford, Ed. D (ABSTRACT)

For several decades music educators have proposed that the study of music has a significant impact on student academic achievement, attendance rates, and student conduct. In an era of higher student and teacher accountability, increasing budget cuts, the federal No Child Left Behind Act (NCLB), and stringent state standards of learning, a number of educators have argued that education in music can boost test scores, attendance, attitudes toward school, reduce discipline referrals, and increase overall academic achievement.

The purpose of this study was to quantify general education claims by examining high school academic achievement data, attendance rates, and student conduct of the 2006 graduating class in one Southeast Virginia school division.

In addition, this study briefly explores the impact that music education has on the human brain and on academic achievement at the elementary school and secondary school levels. Moreover, influences that integrating music has on academic achievement in general education courses, arts integration programs, and elements of an effective music education program are explored. Specific research studies provide evidence to support key concepts and the need for additional research.

The research design includes the independent variables: subject and number of years enrolled in formal music courses or no formal music courses, gender, ethnicity, and enrollment

in formal music courses or no formal music courses in high school, grades nine through twelve. The dependent variables include: academic achievement as measured by grade twelve weighted cumulative grade point average (GPA), attendance rate as measured by the number of absences in grade twelve, and student conduct as measured by the number of discipline referrals in grade nine through grade twelve.

Four research questions were used to explore academic achievement, attendance rate, and student conduct with regard to music or no music courses taken in grades nine through twelve. Ethnicity and gender were reported using the common dependent variables among participants in three populations ? entire study population, music population, and non music population.

Conclusions were based upon sophisticated statistical tests including descriptive and inferential statistics, correlations, analysis of variance (ANOVA), and regression statistics. These tests confirmed the four research questions and null hypotheses that music students out perform their non music counterparts in academic achievement, attendance rate, and student conduct. Although the studied school division does not distinguish between excused and unexcused absences, music students had fewer days absent than non music students.

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DEDICATION This dissertation is dedicated to the memory of my father, George Alexander Waller, who died July 11, 2004 after a long and courageous battle against Amyotrophic Lateral Sclerosis (ALS) or Lou Gehrig's disease. It was through my father's example of unending strength and love that a promise to see this project to completion was ever possible. Second, to my mother, Jean Faye Brickhouse Waller, who has provided me with countless examples of how to be the primary caregiver through good and tough times; and for the guidance, assurance, and words of wisdom that all things are possible. Third, to my two younger brothers, Brian and Stephen, and the members of my extended family, I dedicate this work to you. Knowing that you all believed in me has made this journey all the more worthwhile. Most importantly, I dedicate this dissertation to the glory of God who has opened and will continue to open many doors for growth and opportunity throughout my education and professional career. Finally, I dedicate this dissertation to the individuals and families that have or are experiencing the devastation of ALS. We must search for strength within one another to sustain the ideals on which our afflicted loved ones stood so that the lessons they taught us will remain constant in our daily lives. Reach for the cure!

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ACKNOWLEDGEMENT When a person begins the arduous task of taking on a study of this magnitude, it is difficult to project the number of people that influence the journey. So many people shape your person and your work. Therefore, let me mention only a few. First, let me thank my chairperson Dr. Travis W. Twiford and his secretary Linda Jones for your undying partnership in this endeavor. Many times the journey seemed rocky but you both were always there to help smooth the pathway. Dr. Twiford, you are an incredible man and educator! Thank you! To the members of my committee: Dr. James Craig, Dr. Christine Hill, and Dr. Rosalie Martin, words could never express the warmth and friendship you all have shared in making this study stronger, meaningful, and approachable. I agree, the study is long and takes more than just a few hours to read and comprehend, but I believe we have offered valuable information regarding the state of music education in the United States. Second, I would like to thank the members of my 2003 Hampton Roads cohort for your encouragement, motivation, and constant perseverance during our four years together. You all are some of the most dedicated and talented individuals I have met along the journey. Third, my highest gratitude is extended to the members of Hilton Christian Church. Your words of encouragement, prayers, and frequent banter were enough to sustain anyone undertaking this monumental task. Finally, my heartfelt appreciation is given to my secretary, Shirley Barrow; my coworker, Patricia Franklin, Supervisor of Art; and all my colleagues and teachers for vacations, shared presentations and more in order to complete this journey. Thanks to you all!

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TABLE OF CONTENTS

ABSTRACT....................................................................................................................................ii DEDICATION................................................................................................................................iv ACKNOWLEDGEMENT...............................................................................................................v TABLE OF CONTENTS................................................................................................................vi LIST OF TABLES.........................................................................................................................xii LIST OF FIGURES......................................................................................................................xxi CHAPTER 1.....................................................................................................1

INTRODUCTION TO THE STUDY Introduction of the Study.............................................................................................1

Context for Inquiry..................................................................................................1 Music Education in the United States............................................................10 Statement of the Problem.......................................................................................14 Conceptual Model..................................................................................................15 Significance of the Study.......................................................................................19 Purpose of the Study..............................................................................................22 Research Questions................................................................................................22 Definition of Terms................................................................................................23 Limitations and Delimitations of the Study...........................................................27 Organization of the Study......................................................................................29 CHAPTER 2......................................................................................................................31

REVIEW OF RELATED LITERATURE Review of the Literature.............................................................................................31

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The Impact of Music on the Brain ? The Mozart Effect..............................................................32 Historical Perspective...............................................................................................32 Promoting Music and the Mozart Effect...............................................34 The Controversy Begins......................................................................36 Using Mozart or Not Using Mozart......................................................41 The Mozart Effect and Preschool Children.............................................42 The Mozart Effect and Background Music in Public Schools...................45 Expanding the Mozart Effect ? A Summary..........................................48

Music Education and Elementary School Academic Achievement.....................52 Using Piano Instruction for Increased Academic Achievement...............53 Music Instruction and At-Risk Preschool Children.................................60 Elementary School Instrumental Music Instruction and Academic Achievement.............................................................68 Music, Academic Achievement, and Gender Control..............................73 Background Music and Academic Achievement in Writing....................74 Summary............................................................................................79

Music Education and Secondary School Academic Achievement.......................80 Participation in Music and Athletic Activities.........................................80 Instrumental Music and Academic Achievement...................................82 Music Participation and Grade 12 Core Academic Subjects.....................83 Music Participation, Acquisition of Complex Academic and Social Skills, and Academic Transfer.........................................93 Summary...........................................................................................95

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Integrating Music Education in Core Subjects and Academic Achievement.......96 Start With Arts Program (SWAP.).......................................................97 Artful Learning: A School Reform Model............................................99 Integrating Music into Social Studies.................................................104 The Impact of Music on Social, Cognitive, and Academic Skills of Disabled Students...............................................................105 Summary.........................................................................................106

Elements of an Effective Music Education Program that Impact Academic Achievement..........................................................110

Parental Involvement..........................................................................110 Barriers to Family Involvement..........................................................119 Peer Influence and Success in Life......................................................122 Summary.........................................................................................124 Chapter Summary........................................................................................125 CHAPTER THREE..........................................................................................................127 METHODOLOGY Methodology..........................................................................................................127 Setting.........................................................................................................................................128 Population..................................................................................................130 Research Design.........................................................................................133 Data Collection Procedures..........................................................................137

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