In-school arts education and academic achievement: examining the longitudinal associations using hierarchical linear modeling and fixed effects techniques

The primary aim of this research was to estimate the longitudinal associations of in-school arts education and academic achievement and growth, using hierarchical linear modeling and child fixed effects techniques. Data were drawn from two national studies: The Early Childhood Longitudinal Study and the National Education Longitudinal Study. Findings support previous claims of the academic benefits of arts education. Across data sets, research designs, and achievement outcomes, students who received any type of arts education at least once a week academically outperformed students who received neither art nor music education. The magnitude of the associations of arts education and academic achievement were consistent across achievement outcomes, which suggests that arts education contributes to overall academic achievement rather than subject specific knowledge and skills. Exploratory analyses revealed that the associations of arts education and academic achievement were strongest for females and for children who displayed negative learning-related skills (i.e. not following directions, not keeping belongings organized, not completing tasks).Ph.D.Includes bibliographical referencesIncludes vitaby Abigail Todhunter-Rei