Document Type

Dissertation

Degree

Doctor of Education (EdD)

Major/Program

Educational Administration and Supervision

First Advisor's Name

Peter J. Cistone

First Advisor's Committee Title

Co-Committee Chair

Second Advisor's Name

Thomas G. Reio

Second Advisor's Committee Title

Co-Committee Chair

Third Advisor's Name

Isaac Burt

Third Advisor's Committee Title

Committee Member

Fourth Advisor's Name

Charmaine DeFrancesco

Fourth Advisor's Committee Title

Committee Member

Fifth Advisor's Name

Angela Salmon

Fifth Advisor's Committee Title

Committee Member

Keywords

music, student achievement, academic achievement, academic culture, standardized testing, high stakes testing, middle school, band, public school, music education, music education advocacy, music performance assessment, music evaluation, music festival, MPA

Date of Defense

2-20-2018

Abstract

Since the implementation and achievement score pressures of the No Child Left Behind Act of 2001, elective course offerings such as music have been drastically reduced, especially in the middle school setting. A great deal of correlational research has shown a positive correlation between music education in school and students’ overall academic achievement.

This study examined the correlation between those middle school students that participated in the District Concert Band Music Performance Assessment (MPA) versus those middle school students that did not regarding their achievement scores on the 2016 English language arts (ELA) and mathematics subtests of the Florida Standards Assessments (FSA). The theoretical framework of this study was undergirded by Howard Gardner’s theory of multiple intelligences.

The researcher used a non-experimental ex post facto research design for the collection of the study’s data. The results indicated that there was a positive, statistically significant difference between both the ELA and mathematics achievement scores of those students that participated in the MPA and those that did not. There was also a positive, statistically significant difference between both the ELA and mathematics achievement scores of those students that participated in the MPA and the level of music their band performed. However, there was not a statistically significant difference between both the ELA and mathematics achievement scores of those students that performed at the MPA and the final overall rating that their band received.

School administrators are charged with the responsibility of ensuring that effective programs are instituted in their schools so their students can be successful. The results of this quantitative non-experimental ex post facto study could provide administrators additional research-based evidence suggesting that band on the middle-school level, which is a branch of music education, could be a program to include in the school’s curriculum because it might positively contribute to the school’s ELA and mathematics achievement and academic culture. Additional research can also be conducted to observe the effects of music study on student achievement for students of all grade levels and socioeconomics. This would lead school administrators to continue practicing the notion of educating the whole child while making administrative decisions, which should be the sine qua non of education.

Identifier

FIDC006479

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