Document Type

Article

Publication Date

4-20-2026

Abstract

Music programs are often among the first to be reduced when schools face budget constraints. Yet many educators believe that music education contributes to students’ broader academic success. This paper examines whether music education improves test scores? Drawing on longitudinal studies, quasi-experimental research, and correlational analyses, this paper explores the relationship between music training and academic performance, particularly in reading and mathematics. Research suggests that students who participate in music education often demonstrate improved executive functioning, academic competence, and standardized achievement scores. However, findings also indicate that the relationship is complex and influenced by factors such as instructional quality, socioeconomic status, and duration of exposure. By translating scientific findings into accessible language, this paper aims to provide music educators with evidence-based insights they can use to inform curriculum decisions and advocate for the value of music education in schools.

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