Instrumental music pull-out programs, academic support services, and academic achievement: an exploratory study

The purpose of this study was to explore the effects of pull-out band on the standardized exam scores of elementary students from a single school district who receive pull-out academic support services. With permission from the school district, New Jersey Student Learning Assessment (NJSLA) English Language Arts (ELA) and Math exam data were collected for a single Cohort of students (N = 202) who took the NJSLA when they were in third, fourth, and fifth grade. Using Cohort students’ participation in pull-out band and/or pull-out academic services in fifth grade, I retroactively assigned students into the same group in third and fourth grades. The Cohort comprised four groups: No Band/No Services (n = 86), No Band/With Services (n = 64), In Band/No Services (n = 32), and In Band/With Services (n = 20). The following research questions framed this study: 1. Were there statistically significant differences among mean NJSLA ELA scores among a single group of students based on whether they participated in pull-out band, pull-out academics, or both a. During their third grade year (i.e., assigned retroactively, prior to participating in pull-out band)? b. During their fourth grade year (i.e., once students were eligible to participate in pull-out band)? c. During their fifth grade year (i.e., as students continued to participate in pull-out band)? 2. Were there statistically significant differences among mean change in NJSLA ELA scores for those students as they rose from a. Third to fourth grade? b. Fourth to fifth grade? c. Third to fifth grade? 3. Were there statistically significant differences among mean NJSLA Math scores among a single group of students based on whether they participated in pull-out band, pull-out academics, or both a. During their third grade year (i.e., assigned retroactively, prior to participating in pull-out band)? b. During their fourth grade year (i.e., once students were eligible to participate in pull-out band)? c. During their fifth grade year (i.e., as students continued to participate in pull-out band)? 4. Were there statistically significant differences among mean change in NJSLA Math scores for those students as they rose from a. Third to fourth grade? b. Fourth to fifth grade? c. Third to fifth grade? To answer research questions 1 and 3, I conducted a series of one-way ANOVAs and ran corresponding post hoc tests. To answer research questions 2 and 4, I calculated the change in score for each student as they rose from third to fourth, fourth to fifth, and third to fifth, and using the mean scores for each group as they rose through each grade I conducted a one-way ANOVA and ran corresponding post hoc tests. The results indicated that In Band/No Services students averaged significantly higher scores than all groups across all exams except third and fourth grade ELA, in which they scored similarly to the No Band/No Services group. The No Band/No Services group scored similarly to the In Band/With Services group across all exams except fourth grade ELA, in which the No Band/No Services group scored higher. The results indicated no statistically significant differences between the No Band/With Services group and the In Band/With Services group in any of the exams included in the study. The results also indicated no statistically significant differences among the four groups in change in ELA or Math exam scores as students rose from third to fourth, fourth to fifth, or third to fifth grade. Based on the three years of ELA and Math standardized exam scores from this Cohort of students, I conclude that participation in pull-out band did not negatively affect the academic achievement of students who also received pull-out academic support services. I share recommendations for future research, and encourage music educators, administrators, classroom teachers, policymakers, and parents to support participation in instrumental musical programs for all students.