Budget constraints, political will, narrowed curricula, and a continued emphasis on high-stakes testing in public schools have resulted in a continued loss of instruction in fine arts. Fine arts instruction is known to improve student achievement, but the contribution to achievement in the elementary schools after accounting for demographic factors is uncertain. The purpose of this quantitative study was to determine the contribution of the quality of fine arts instruction to student achievement indicators after accounting for socioeconomic status, school size, special education status, and English language-learner status. The study was archival, correlational, and retrospective. Data were analyzed from 634 of the 639 elementary public schools in South Carolina Scores for third through fifth grades. Outcomes were based on scores on the state Palmetto Assessment of State Standards (PASS) assessment in 2010. Data were extracted from the South Carolina public school report card. The predictor variable was the quality of fine arts instruction, and the outcome variables were English language arts and mathematics scores based on the PASS assessments. Multiple linear regressions were computed to determine the contributions of the predictor variable to the outcomes. Results supported that ELA scores were higher in schools with higher rated fine arts programs ("p" = 0.01) and results were not significant ( "p" = 0.07 versus "p" < 0.05) that mathematics scores were higher in schools with higher rated fine arts programs. The "p" = 0.07, while not significant, suggests a positive trend worthy of future study. Implications of the study suggest positive support for fine arts instruction as a viable means to student achievement and a valuable part of a comprehensive public education for all elementary children. This study provided a mix of statistical significance with regard to the research questions examined and fulfilled the purpose of using quantitative analysis to determine the relationships between fine arts instruction and academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]