students who participated in band or orchestra reported the lowest
lifetime and current use of all substances (alcohol, tobacco, drug
-Texas Commission on Drug and Alcohol Abuse Report. Reported in Houston Chronicle, January 1998
an analysis of U.S. Department of Education data on more than 25,000
secondary school students, researchers found that students who report
consistent high levels of involvement in instrumental music over the
middle and high school years show "significantly higher levels of
mathematics proficiency by grade 12." This observation holds true
regardless of students' socio-economic status, and differences in those
who are involved with instrumental music vs. those who are not is more
significant over time.
James S., Richard Chapleau, and John Iwanaga. "Involvement in the Arts
and Human Development: General Involvement and Intensive Involvement in
Music and Theater Arts." Los Angeles, CA: The Imagination Project at
UCLA Graduate School of Education and Information Studies, 1999.
with coursework/experience in music performance and music appreciation
scored higher on the SAT: students in music performance scored 57 points
higher on the verbal and 41 points higher on the math, and students in
music appreciation scored 63 points higher on verbal and 44 points
higher on the math, than did students with no arts participation.
Seniors National Report: Profile of SAT Program Test Takers. Princeton,
NJ: The College Entrance Examination Board, 2001.
Pittsburgh, Pennsylvania School District analyzed its 1997 dropout rate
in terms of students’ musical experience. Students with no ensemble
performance experience had a dropout rate of 7.4 percent. Students with
one to two years of ensemble experience had a dropout rate of 1 percent,
and those with three or more years of performance experience had a
dropout rate of 0.0 percent.
-Eleanor Chute, “Music and Art Lessons Do More Than Complement Three R’s,” Pittsburgh Post-Gazette, April 1998.
Students with band and orchestra experience attend college at a rate twice the national average.
-Bands Across the USA.
students out-perform non-music students on achievement tests in reading
and math. Skills such as reading, anticipating, memory, listening,
forecasting, recall, and concentration are developed in musical
performance, and these skills are valuable to students in math, reading,
Friedman, “An Evaluation of the Achievement in Reading and Arithmetic
of Pupils in Elementary School Instrumental Music Classes,” Dissertation
One in three of today’s school-aged children will hold an arts-related job at some time in his or her career.
-Education Commission on the States.
College Board, in a publication about college admissions, states,
“Preparation in the arts will be valuable to college entrants whatever
their intended field of study.”
-Academic Preparation for College: What Students Need To Know and Be Able To Do, The College Board
1997 Gallup Survey on Americans’ attitudes toward music revealed that
89% of respondents believe music helps a child’s overall development,
and 93% believe that music is part of a well-rounded education.
-Americans’ Attitudes Toward Music, The Gallup Organization, 1997.
to a 2000 survey, eighty-one (81) percent of people responding believe
that participating in school music corresponds with better grades and
test scores. This is an increase of fourteen (14) percent over the 1997
results for the same question.
-Attitudes, NAMM (International Music Products Association), 2000.
music teachers are role models for minority students than teachers of
any other subject. Thirty-six (36) percent of surveyed minority students
identified music teachers as their role models, compared to
twenty-eight (28) percent for English teachers, eleven (11) percent for
elementary teachers, and seven (7) percent for physical education
-“Music teachers as role models for African-American students,” Journal of Research in Music Education,1993.
at the University of California and the Niigata Brain Research
Institute in Japan have found an area of the brain that is activated
only when reading musical scores.
-“Musical Brain – Special Brain Area Found for Reading Music Scores,” NeuroReport, 1998.
(92) percent of people who play an instrument say they were glad they
learned to do so, according to a 2000 Gallup Poll.
-Gallup Poll Shows Strong Support for Putting Music in Every School’s Curriculum, Giles Communications, 2000.
In academic situations, students in music programs are less likely to draw unfounded conclusions.
-Champions of Change, Federal study, 1999.
Nine out of ten adults and teenagers who play instruments agree that music making brings the family closer together.
-Music Making and Our Schools, American Music Conference, 2000.
The arts are one of the six subject areas in which the College Board recognizes as essential in order to thrive in college.
-Academic Preparation for College: What Students Need to Know and Be Able to Do, 1983 [still in use], The College Board, New York
to the National Education Longitudinal Study of 1988, music students
received more academic honors and awards than non-music students. A
higher percentage of music participants received As, As/Bs, and Bs than
-NELS:88 First Follow-up, 1990, National Center for Education Statistics, Washington D.C.
Thomas, physician and biologist, found that music majors comprise the
highest percentage of accepted medical students at 66%.
-“The Case for Music in the Schools,” Phi Delta Kappan, February 1994.
made between music and intelligence concluded that music training is
far greater than computer instruction in improving children’s abstract
Rauscher, Levine, Wright, Dennis and Newcomb, “Music training causes
long-term enhancement of preschool children’s spatial-temporal
reasoning,” Neurological Research, vol. 19, February 1997
arts enrich communities and employees, and also stimulate the kind of
intellectual curiosity our company needs to stay competitive.”
-Norma R. Augustine, Chairman and Chief Executive Officer, Martin Marietta Corporation.