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Differences In Academic Achievement Among Texas High School Students As A Function Of Music Enrollment
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Book Synopsis Differences in Academic Achievement Among Texas High School Students as a Function of Music Enrollment by : Robert Wayne Horton
Download or read book Differences in Academic Achievement Among Texas High School Students as a Function of Music Enrollment written by Robert Wayne Horton and published by . This book was released on 2012 with total page 406 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Music Participation and Achievement Scores Among Middle School Students with Disabilities by : Ashley Anne Gonzalez
Download or read book Music Participation and Achievement Scores Among Middle School Students with Disabilities written by Ashley Anne Gonzalez and published by . This book was released on 2020 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: This quantitative, causal-comparative study examined the differences in reading and math achievement between students with disabilities who participated in music for two or more years and those who did not. This study’s purpose was to show if participating in music can impact the academic achievement of middle school students as measured by the State of Texas Assessment of Academic Readiness (STAAR). The covariate in the study was the reading and math STAAR scores from fifth-grade students in the 2015–2016 school year before they participated in middle school music. These students’ eighth-grade 2018–2019 math and reading scores were used to show if a difference exists between the academic achievement of students that took part in music and those who did not. A convenience sample of 155 students from an urban district was analyzed using ANCOVA statistical analysis to discover if there is a difference in the achievement of middle school students with disabilities when participating in music classes for two or more years as measured by their STAAR scores. The research found no statistically significant difference between the two groups. Future recommendations for research include duplication of the study with a larger sample or different population.
Book Synopsis The Influence of Music Curriculum on the Academic Achievement of High School Minority Students by : Antoinette Roberson
Download or read book The Influence of Music Curriculum on the Academic Achievement of High School Minority Students written by Antoinette Roberson and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis High School Size and Differences in the Academic Achievement of English Language Learners by : Joseph L. Rodriguez
Download or read book High School Size and Differences in the Academic Achievement of English Language Learners written by Joseph L. Rodriguez and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to determine the relationship of high school size with the academic achievement (id est, reading and mathematics) of English Language Learners enrolled in Texas high schools. In the first journal article, the relationship of high school size and student achievement as function of poverty for English Language Learners was determined. In the second study, the extent to which high school size was related to the academic achievement of English Language Learners by their ethnicity/race was ascertained. Finally, in the third empirical investigation, the relationship between high school size and the academic achievement of English Language Learner boys and girls was examined. Each of these empirical investigations had two years of statewide public school data analyzed. This 2-year analysis of data permitted a determination of the degree to which trends were present in the relationship of high school size with the academic achievement of English Language Learners as a function of their economic status, ethnicity/race, and gender. Method A causal-comparative research design (Johnson and Christensen, 2014) was used for this quantitative study. Previously obtained archival data from the Texas Education Agency Public Education Information Management System for the 2008-2009 and the 2009-2010 school years were utilized. The independent variable in this research study was student enrollment at the high school level in which the University Interscholastic League (2013) conference cutoff numbers for the State of Texas were used to determine school sizes. Findings Statistically significant results were present for a majority of the analyses, with English Language Learners who were enrolled in Large-size high schools having statistically significant better results than English Language Learners who were enrolled in Small-size high schools. The lowest performance in reading and mathematics was present for English Language Learners who were enrolled in Small-size schools. Effect sizes ranged from small to large. Results from this study were congruent with much of the empirical literature. Academic achievement was better for English Language Learners enrolled in Large-size high schools than for English Language Learners in Small-size high schools Implications for policy and recommendations for research were provided.
Book Synopsis Academic Achievement Differences as a Function of Instructional Expenditure Ratio for Texas High School Students by Economic Status and Ethnicity/race by : Susan Renee Hoisington
Download or read book Academic Achievement Differences as a Function of Instructional Expenditure Ratio for Texas High School Students by Economic Status and Ethnicity/race written by Susan Renee Hoisington and published by . This book was released on 2016 with total page 278 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance by : Kevin O. Davenport
Download or read book The Effects of Participation in School Instrumental Music Programs on Student Academic Achievement and School Attendance written by Kevin O. Davenport and published by . This book was released on 2014 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined whether or not students that participated in a school sponsored instrumental music program had higher academic achievement and attendance than students that did not participate in a school sponsor instrumental music program. Units of measurement included standardized test scores and attendance, without taking into consideration variables such as gender, ethnicity, or socioeconomic status. This study concentrated on participants from three middle schools (6-8) and three high schools (9-12) in Baltimore County, Maryland. Data were gathered on Maryland School Assessment (MSA) and Maryland High School Assessment (HSA) scores and federally reported school attendance rates were accessed based on the 2007-2008 school year. Four research questions were investigated and six null hypotheses were tested at the .05 level of significance. Independent samples t -tests were used to compare enrollment in instrumental music classes to student's academic achievement and attendance rate. There were statistically significant differences among the high school students enrolled in an instrumental music class and those that were not enrolled in instrumental music class on the English and algebra sections of the HSA, and in the attendance rates. The HSA scores of the students that were enrolled in an instrumental music class were significantly higher on both sections of the test. They also had significantly higher attendance rates than the students that were not enrolled in an instrumental music class. These findings suggest the high school students that participate in a school sponsored instrumental music program have higher academic achievement and attendance rates than high school students that do not participate in a school sponsored instrumental music program. The results of data analysis showed that in middle school there were no statistically significant differences among the students from the three middle schools that were enrolled in an instrumental music class and the middle school students that were not enrolled in an instrumental music class on the reading and mathematics sections of the MSA or in attendance rates. These findings suggest that participation in an instrumental music class on the middle school level had no significant impact on student achievement or attendance.
Book Synopsis Relationships Between Performance on Certain Admissions Measures and Academic Achievement of Master's Degree Music Education Students by : Joe W. Figg
Download or read book Relationships Between Performance on Certain Admissions Measures and Academic Achievement of Master's Degree Music Education Students written by Joe W. Figg and published by . This book was released on 1980 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparative Study of the I.Q. and Grade Differences Between Music Students and Other High School Students in the Okanogan Schools for 1958-1959 by : Wayte Alfa Kirchner
Download or read book A Comparative Study of the I.Q. and Grade Differences Between Music Students and Other High School Students in the Okanogan Schools for 1958-1959 written by Wayte Alfa Kirchner and published by . This book was released on 1962 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Differences in Music Achievement, Academic Achievement, and Attitude Among Participants, Dropouts, and Nonparticipants in Secondary School Music by : Louise Frakes
Download or read book Differences in Music Achievement, Academic Achievement, and Attitude Among Participants, Dropouts, and Nonparticipants in Secondary School Music written by Louise Frakes and published by . This book was released on 1984 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship Between Music and Visual Arts Formal Study and Academic Achievement on the Eighth-Grade Louisiana Educational Assessment Program (LEAP) Test by : Richard Allen Baker (Jr.)
Download or read book The Relationship Between Music and Visual Arts Formal Study and Academic Achievement on the Eighth-Grade Louisiana Educational Assessment Program (LEAP) Test written by Richard Allen Baker (Jr.) and published by . This book was released on 2011 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine the policy implications allowing administrators to exempt a student from required arts instruction if the student obtained unsatisfactory scores on the high-stake state mandated tests in English and mathematics. This study examined English language arts and math test scores for 37,222 eighth grade students enrolled in music and/or visual arts classes and those students not enrolled in arts courses. There were more than 12,000 students who were eligible, but not enrolled in arts courses. Methodology consisted of comparing the mean scores of students receiving music and visual arts instruction with the mean scores of students excluded from this instruction. The sample consisted of all non-special education students who took the statewide assessment spring 2008 in public schools. Students enrolled in music had significantly higher mean scores than those not enrolled in music where (p less than 0.001). Music enrollment was a positive predictor of academic achievement. Results for visual arts and dual arts were not as conclusive. The study found a lack of evidence supporting the exclusion of students from required arts instruction for the purpose of increasing test scores in English and math. The conclusions were that students enrolled in music perform significantly better; there is an access gap; and arts should be included in the curriculum of all middle school students. More study is required for visual arts, dual arts study, as well as, dance and theatre effects. Future research is required as to academic effectiveness of remediation implemented during the instructional day, thereby denying arts instruction to students. School Performance Scores must reflect all components of the curriculum to be valid. Instructional time in the arts must be enforced if all students are to receive a whole, effective, and relevant education. The practice of recommending more time in English and math in lieu of music for students should be reexamined. Administrators should construct schedules, including appropriate attention, so that all students receive a balanced whole education. Appended to this document are: (1) Federal Poverty Level Index; (2) LEAP Achievement Levels and Scaled Score Ranges Grade 8; (3) Higher-Order Thinking Skills; (4) Complex-Reasoning Skills; (5) Spreadsheet of Sample Data; (6) Content Standards Measured by LEAP; (7) Application from Institutional Oversight Form; (8) Louisiana Department of Education Data Request Form; and (9) Human Subjects Research Course Completion Certificate. (Contains 21 tables and 8 figures.).
Book Synopsis DIFFERENCES IN DEVELOPMENTAL EDUCATION ENROLLMENT AND PERFORMANCE AT TEXAS 4-YEAR UNIVERSITIES by : Kimberly Priesmeyer
Download or read book DIFFERENCES IN DEVELOPMENTAL EDUCATION ENROLLMENT AND PERFORMANCE AT TEXAS 4-YEAR UNIVERSITIES written by Kimberly Priesmeyer and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to analyze the numbers and percentages of students enrolled in developmental education in reading, mathematics, and writing at 4-year universities in Texas from the 2002-2003 through the 2009-2010 academic years. In addition, students who were enrolled in developmental education in reading, mathematics, and writing and who then completed a college-level course were analyzed. Specifically, the differences from the 2002-2003 to the 2009-2010 academic years were examined. The multiple academic years analyzed determined which trends were present in numbers and percentages of developmental education students in reading, mathematics, and writing at 4-year universities in Texas. Method A longitudinal, exploratory investigation was used herein (Johnson, 2001). Archival data were downloaded and analyzed from the Texas Higher Education Board Interactive Accountability System in each of the three empirical studies in this journal-ready dissertation. Specifically, archival data were obtained for the 2002-2003 through the 2009-2010 academic years for the numbers and percentages of students enrolled in developmental education in reading, mathematics, and writing at Texas 4-year universities. Findings Statistically significant differences were present in all academic years for students enrolled in developmental education in reading. Numbers and percentages of students enrolled decreased, and students who completed a college-level course in reading increased. Statistically significant differences were present for numbers of students enrolled in developmental education in mathematics and for percentages of students who completed a college-level course in mathematics. Both the numbers of students enrolled and the percentages of students who completed a college-level course in mathematics increased. However, a statistically significant difference was not present for percentages of students enrolled in developmental education in mathematics. Statistically significant differences were present for percentages of students enrolled in developmental education in writing and for percentages of students who completed a college-level course in writing. The percentages of students enrolled decreased and the percentages of students who completed a college-level course in writing increased. However, a statistically significant difference was not present for numbers of students enrolled in developmental education in writing. The numbers of students remained nearly the same over the years of the study. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2173
Download or read book Critical Links written by Richard Deasy and published by . This book was released on 2002 with total page 180 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two purposes of this compendium are: (1) to recommend to researchers and funders of research promising lines of inquiry and study suggested by recent, strong studies of the academic and social effects of learning in the arts; and (2) to provide designers of arts education curriculum and instruction with insights found in the research that suggest strategies for deepening the arts learning experiences and are required to achieve the academic and social effects. The compendium is divided into six sections: (1) "Dance" (Summaries: Teaching Cognitive Skill through Dance; The Effects of Creative Dance Instruction on Creative and Critical Thinking of Seventh Grade Female Students in Seoul, Korea; Effects of a Movement Poetry Program on Creativity of Children with Behavioral Disorders; Assessment of High School Students' Creative Thinking Skills; The Impact of Whirlwind's Basic Reading through Dance Programs on First Grade Students' Basic Reading Skills; Art and Community; Motor Imagery and Athletic Expertise; Essay: Informing and Reforming Dance Education Research (K. Bradley)); (2) "Drama" (Summaries: Informing and Reforming Dance Education Research; The Effects of Creative Drama on the Social and Oral Language Skills of Children with Learning Disabilities; The Effectiveness of Creative Drama as an Instructional Strategy To Enhance the Reading Comprehension Skills of Fifth-Grade Remedial Readers; Role of Imaginative Play in Cognitive Development; A Naturalistic Study of the Relationship between Literacy Development and Dramatic Play in Five-Year-Old Children; An Exploration in the Writing of Original Scripts by Inner-City High School Drama Students; A Poetic/Dramatic Approach To Facilitate Oral Communication; Children's Story Comprehension as a Result of Storytelling and Story Dramatization; The Impact of Whirlwind's Reading Comprehension through Drama Program on 4th Grade Students' Reading Skills and Standardized Test Scores; The Effects of Thematic-Fantasy Play Training on the Development of Children's Story Comprehension; Symbolic Functioning and Children's Early Writing; Identifying Casual Elements in the Thematic-Fantasy Play Paradigm; The Effect of Dramatic Play on Children's Generation of Cohesive Text; Strengthening Verbal Skills through the Use of Classroom Drama; 'Stand and Unfold Yourself' A Monograph on the Shakespeare and Company Research Study; Nadie Papers No. 1, Drama, Language and Learning. Reports of the Drama and Language Research Project, Speech and Drama Center, Education Department of Tasmania; The Effects of Role Playing on Written Persuasion; 'You Can't Be Grandma: You're a Boy'; The Flight of Reading; Essay: Research on Drama and Theater in Education (J. Catterall)); (3) "Multi-Arts" (Summaries: Using Art Processes To Enhance Academic Self-Regulation; Learning in and through the Arts; Involvement in the Arts and Success in Secondary School; Involvement in the Arts and Human Development; Chicago Arts Partnerships in Education (CAPE); The Role of the Fine and Performing Arts in High School Dropout Prevention; Arts Education in Secondary Schools; Living the Arts through Language and Learning; Do Extracurricular Activities Protect against Early School Dropout?; Does Studying the Arts Engender Creative Thinking?; The Arts and Education Reform; Placing A+ in a National Context; The A+ Schools Program; The Arts in the Basic Curriculum Project; Mute Those Claims; Why the Arts Matter in Education Or Just What Do Children Learn When They Create an Opera?; SAT Scores of Students Who Study the Arts; Essay: Promising Signs of Positive Effects: Lessons from the Multi-Arts Studies (R. Horowitz; J. Webb-Dempsey)); (4) "Music" (Summaries: Effects of an Integrated Reading and Music Instructional Approach on Fifth-Grade Students' Reading Achievement, Reading Attitude, Music Achievement, and Music Attitude; The Effect of Early Music Training on Child Cognitive Development; Can Music Be Used To Teach Reading?; The Effects of Three Years of Piano Instruction on Children's Cognitive Development; Enhanced Learning of Proportional Math through Music Training and Spatial-Temporal Training; The Effects of Background Music on Studying; Learning To Make Music Enhances Spatial Reasoning; Listening to Music Enhances Spatial-Temporal Reasoning; An Investigation of the Effects of Music on Two Emotionally Disturbed Students' Writing Motivations and Writing Skills; The Effects of Musical Performance, Rational Emotive Therapy and Vicarious Experience on the Self-Efficacy and Self-Esteem of Juvenile Delinquents and Disadvantaged Children; The Effect of the Incorporation of Music Learning into the Second-Language Classroom on the Mutual Reinforcement of Music and Language; Music Training Causes Long-Term Enhancement of Preschool Children's Spatial-Temporal Reasoning; Classroom Keyboard Instruction Improves Kindergarten Children's Spatial-Temporal Performance; A Meta-Analysis on the Effects of Music as Reinforcement for Education/Therapy Objectives; Music and Mathematics; Essay: An Overview of Research on Music and Learning (L. Scripp)); (5) "Visual Arts" (Summaries: Instruction in Visual Art; The Arts, Language, and Knowing; Investigating the Educational Impact and Potential of the Museum of Modern Art's Visual Thinking Curriculum; Reading Is Seeing; Essay: Reflections on Visual Arts Education Studies (T. L. Baker)); and (6) "Overview" (Essay: The Arts and the Transfer of Learning (J. S. Catterall)). (BT)
Book Synopsis Differences in Student Academic Achievement Between Students who Participate in Music Programs and Students who Participate in Athletic Programs by :
Download or read book Differences in Student Academic Achievement Between Students who Participate in Music Programs and Students who Participate in Athletic Programs written by and published by . This book was released on 2006 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Differences in student academic achievement between students who participate in music programs and students who participate in athletic programs.
Book Synopsis Music Education as a Strategy to Narrow the Achievement Gap by : William T. Zwikelmaier
Download or read book Music Education as a Strategy to Narrow the Achievement Gap written by William T. Zwikelmaier and published by . This book was released on 2020 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is a gap in the knowledge pertaining to socioeconomic status as a variable in academic achievement among students those who enroll in band and/or choir in public high schools in America. Research has shown that students who engage in music study consistently show higher levels of academic achievement in other subjects compared to their non-music study peers. It is necessary to study those who typically do not perform at the same academic levels as their peers (low socioeconomic status (SES) students) and determine if the formal study of music alone can serve as a strategy to contribute to closing the achievement gap between low SES music study students and average/above average SES non-music study students. Building on existing work in understanding causal comparative relationships with music study and achievement, three questions are asked; Do low-SES music students score higher than their low-SES non-music study peers? Do low-SES music students score higher than their average/above average-SES peers? Can music enrollment narrow the achievement gap between low SES students and their peers? Statistical analysis was completed on a data set containing enrollment and assessment score information for a rural school district. The results indicate no significant direct correlation to higher achievement scores of low-SES music study students and as such no significant narrowing of the gap is seen. The research did confirm previous reports that music study students overall score significantly higher on core subject assessments. On this basis, it is recommended that further research is needed to understand if the reported scores are a result of music’s impact on learning or if students with more potential are attracted to music; as well as the reasons for the research findings.
Book Synopsis DIFFERENCES IN COLLEGE-READINESS RATES FOR STUDENTS WHO WERE ENROLLED IN SPECIAL EDUCATION IN TEXAS by : Catherine N. Holden
Download or read book DIFFERENCES IN COLLEGE-READINESS RATES FOR STUDENTS WHO WERE ENROLLED IN SPECIAL EDUCATION IN TEXAS written by Catherine N. Holden and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Purpose The purpose of this journal-ready dissertation was to examine the extent to which college-readiness rates of Texas high school graduates differed by disability category and by economic status for students who qualified for special education services. The first purpose was to analyze the degree to which differences were present in college-readiness rates by disability category of Texas high school graduates who qualified for special education services. A second purpose was to determine the extent to which differences were present in college-readiness rates by economic status of Texas high school graduates who were Learning Disabled. Finally, a third purpose was to examine the degree to which differences were present in college-readiness rates by economic status of Texas high school graduates who were Emotionally Disturbed. Each of these three research studies involved an analysis of three years of Texas statewide data. As such, the extent to which consistencies were present in the college-readiness rates of these groups of students was ascertained. Method In this causal-comparative research design, archival data were obtained and analyzed from the Texas Education Agency Public Education Information Management System for the 2008-2009 through the 2010-2011 school years. Inferential statistical procedures were calculated to determine whether differences were present in reading, mathematics, and both subjects college-readiness performance among four groups of students who were enrolled in special education (id est, Learning Disability, Emotionally Disturbed, Other Health Impaired, Speech or Language Impaired); for students who were Learning Disabled by their economic status; and for students who were Emotionally Disturbed by their economic status. Findings The college-readiness rates in reading and mathematics for students who were Learning Disabled were statistically significantly higher than the college-readiness rates for students with an Emotional Disturbance, Other Health Impairment, or a Speech or Language Impairment. Students who had an Other Health Impairment had higher college-readiness rates in both subjects than the other three disability categories. For students with Learning Disabilities, very low college-readiness rates were present. For students with an Emotional Disturbance, not a single student with an Emotional Disturbance met the college-readiness standard in reading, mathematics, and both subjects.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 596 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Differences in Academic Achievement and Level of Self-esteem Among High School Participants in Instrumental Music, Non-participants, and Students who Discontinue Instrumental Music Education by : Sheryl Ann Linch
Download or read book Differences in Academic Achievement and Level of Self-esteem Among High School Participants in Instrumental Music, Non-participants, and Students who Discontinue Instrumental Music Education written by Sheryl Ann Linch and published by . This book was released on 1993 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt:
