{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80416"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80416","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"An Analysis of the Achievement Patterns of High School Students Who Participate in Instrumental Music and Those Who Do Not Participate in Instrumental Music","abstract":"172 p.","abstract_html":"172 p.","abstract_has_math":false,"creators":["Underwood, Evelyn Burnett"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Arlette Ingram Willis"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:57:02Z","date_published":"2015-09-25T19:57:02Z","updated_at":"2026-07-22T22:26:14Z","subjects":["Education, Secondary"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI9971212"],"render_values":[{"text":"(MiAaPQ)AAI9971212","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80416","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Arlette Ingram Willis"]},{"key":"dc:creator","label":"Author","values":["Underwood, Evelyn Burnett"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:57:02Z","10000-01-01","2000"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Secondary"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80416","(MiAaPQ)AAI9971212"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["172 p.","\"For a number of years, music and music education have been viewed by some as a frill in public schools. In times of budget cut, music has been the first program on the \"\"chopping block\"\" so that mathematics, science, computer curricula, and special programs could be strengthened and fully funded. Until recent research about music and the brain, there has been little research linking music and academic achievement, and even less about instrumental music and student academic achievement. As a result of this recent research, there is increasing support of music and music education. Music is no longer forced to justify its existence as a part of the school curriculum. This study examined whether there is a significant difference in achievement patterns of students who participate in instrumental music and those who do not participate in instrumental music, and found that participation in instrumental music makes a difference. The achievement performance of students who participate in instrumental music is greater than the achievement performance of students who do not participate in instrumental music.\"","Made available in DSpace on 2015-09-25T19:57:02Z (GMT). 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In times of budget cut, music has been the first program on the \"\"chopping block\"\" so that mathematics, science, computer curricula, and special programs could be strengthened and fully funded. Until recent research about music and the brain, there has been little research linking music and academic achievement, and even less about instrumental music and student academic achievement. As a result of this recent research, there is increasing support of music and music education. Music is no longer forced to justify its existence as a part of the school curriculum. This study examined whether there is a significant difference in achievement patterns of students who participate in instrumental music and those who do not participate in instrumental music, and found that participation in instrumental music makes a difference. 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