• Journal Article

Music Education, Academic Achievement, and Executive Functions

Citation

Holochwost, S. J., Propper, C. B., Wolf, D. P., Willoughby, M. T., Fisher, K. R., Kolacz, J., ... Jaffee, S. R. (2017). Music Education, Academic Achievement, and Executive Functions. Psychology of Aesthetics, Creativity, and the Arts, 11(2), 147-166. DOI: 10.1037/aca0000112

Abstract

This study examined whether music education was associated with improved performance on measures of academic achievement and executive functions. Participants were 265 school-age children (Grades 1 through 8, 58% female, and 86% African American) who were selected by lottery to participate in an out-of-school program offering individual-and large-ensemble training on orchestral instruments. Measures of academic achievement (standardized test scores and grades in English language arts and math) were taken from participants' academic records, whereas executive functions (EFs) were assessed through students' performance on a computerized battery of common EF tasks. Results indicated that, relative to controls, students in the music education program scored higher on standardized tests, t(217) = 2.74, p =.007; earned better grades in English language arts, t(163) = 3.58, p