Peer reviewed
Direct linkERIC Number: EJ1207487
Record Type: Journal
Publication Date: 2019
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1063-2913
EISSN: N/A
In-School Arts Education and Academic Achievement: A Child Fixed Effects Approach
Arts Education Policy Review, v120 n2 p112-119 2019
The aim of this study was to estimate the within-child associations of in-school arts education and achievement in reading and mathematics, using four waves of data (kindergarten, 1st-grade, 3rd-grade, and 5th-grade) from the Early Childhood Longitudinal Study. Fixed effects techniques were applied to adjust for the confounding effects of all stable child characteristics. Arts education (minutes per week of art and music instruction) positively predicted academic achievement and growth in reading and mathematics from kindergarten to 5th-grade. Moreover, the positive associations increased in strength as students progressed to later grades.
Descriptors: Art, Art Education, Academic Achievement, Kindergarten, Grade 1, Grade 3, Grade 5, Longitudinal Studies, Surveys, Music, Reading Achievement, Mathematics Achievement, Music Education, Predictor Variables, Correlation, Elementary School Teachers
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education; Grade 3; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Early Childhood Longitudinal Survey
Grant or Contract Numbers: N/A
