TerraNova scores and elementary arts classes
The purpose of this research was to explore whether there was a statistically significant correlation between the amount of time per month scheduled for elementary arts classes and the amount of change in student scores in reading, language, and mathematics on standardized tests. Only the scores of students who took both tests in the same school were examined. Test scores from the school years 2001 and 2002 on the CTB/McGraw-Hill test of basic skills (known as TerraNova or TCAP) were used. The differences between students' third and fourth grade scores in reading, language, and mathematics were correlated against the minutes per month in visual art and music classes. Results of the analysis showed statistically significant correlations involving visual art class time and reading for Hispanics in the sample. Art class time and mathematics correlated for the entire sample, for males, and for non-special education students. Music class time and reading correlated similarly for Hispanic students and non-special education students. Music class time yielded significant correlations with math for the sample population, for males, for white (non-Hispanic) students, for Hispanic, and for non-special education students. Combined arts class times found similar, but slightly stronger correlations for the same groups as the individual arts class times. Conclusions suggest that the effects over a one-year period were small and longer studies may prove more significant. The predictor variable of time in art and music class had less than a ten percent influence on the variability in the student score difference. Recommendations for further research include both broader and more specific studies and following students over a longer period.
School administration|Music education|Educational evaluation|Art education
Joseph Fred Jerles,
"TerraNova scores and elementary arts classes"
ETD Collection for Tennessee State University.