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Why Music? Research results
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Research results


Middle school and high school students who participated in instrumental music scored significantly higher than their non-band peers in standardized tests. 
— University of Sarasota/East Texas State University

Young children with developed rhythm skills perform better academically in early school years. Findings of a recent study showed that there was a significant difference in the academic achievement of students classified according to rhythmic competency. 
— University of Central Florida

The world's top academic countries place a high value on music education. Hungary, the Netherlands, and Japan stand atop worldwide science achievement and have strong commitment to music education. 
— International Association for the Evaluation of Educational Achievement (1988)

Music partipants received more academic honors and awards than non-music students. Also, the percentage of music participants receiving AS, AS/BS, and BS degrees was higher than the percentage of non-music participants receiving those degrees. 
— National Educational Longitudinal Study (1988)

Music training helps under-achievers. Half of the classes became "test arts" groups, receiving ongoing music and visual arts training. In kindergarten, this group had lagged behind in scholastic performance. After seven months, the students were given a standardized test. 
— Nature (1996)

The nation's top business executives agree that arts education programs can help repair weaknesses in American education and better prepare workers for the 21st century. 
— Business Week (1996)

Piano students are better equipped to comprehend mathematical and scientific concepts. 
— Neurological Research (1997)

A ten-year study, tracking more than 25,000 students, shows that music-making improves test scores. Regardless of socioeconomic background, music-making students get higher marks in standardized tests than those who had no music involvement. 
— UCLA (1997)

Pattern recognition and mental representation scores improved significantly for students given piano instruction over a three-year period. Also, self-esteem and musical skills measures improved for the students given piano instruction. 
— McGill University (1998)

College-age musicians are emotionally healthier than their non-musician counterparts. They were given three tests, measuring performance anxiety, emotional concerns, and alcohol related problems. 
— Houston Chronicle (1998)

Students who were exposed to the music-based lessons scored a full 100 percent higher on fractions tests than those who learned in the conventional manner. 
— Neurological Research (1999)

Music study can help kids understand advanced math concepts. A grasp of proportional math and fractions is a prerequisite to math at high levels, and children who do not master these areas cannot understand more advanced math critical to high-tech fields. 
— Neurological Research (1999)

High school students score higher on SATs in both verbal and math than their peers. In 2001, SAT takers with coursework/experience in music performance scored 57 points higher on the verbal portion of the test and 41 points higher on the math portion than students with no coursework/experience in the arts. 
— Music Educators National Conference (2001)

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