A ten-year study indicates that students who study music achieve higher test scores, regardless of socioeconomic background. Dr. James Catterall, UCLA.

A 1997 study of elementary students in an arts-based program concluded that students’ math test scores rose as their time in arts education classes increased. “Arts Exposure and Class Performance,” Phi Delta Kappan, October, 1998.

First-grade students who had daily music instruction scored higher on creativity tests than a control group without music instruction. K.L. Wolff, The Effects of General Music Education on Academeic Achievement, Perceptual-Motor Development, Creative Thinking, and School Attendance of First- Grade Children, 1992.

Students who are rhythmically skilled also tend to better plan, sequence, and coordinate actions in their daily lives. “Cassily Column,” TCAMS Professional Resource Center, 2000.

In a 1999 Columbia University study, students in the arts are found to be more cooperative with teachers and peers, more self-confident, and better able to express their ideas. The Arts Education Partnership, TCAMS Professional Resource Center, 2000.

College admissions officers continue to cite participation in music as an important factor in making admissions decisions. They claim that music participation demonstrates time management, creativity, expression, and open-mindedness. Carl Hartman, The Associated Press, October, 1999.

A 2000 Georgia Tech study indicates that a student who participates in at least one college elective music course is 4.5 times more likely to stay in college than the general student population. Dr. Denise C. Gardner, Effects of Music Courses on Retention, Georgia Tech, 2000.

On the 1999 SAT, music students continued to outperform their non-arts peers, scoring 61 points higher on the verbal portion and 42 points higher on the math portion of the exam. Steven M. Demorest and Steven J. Morrison, “Does Music Make You Smarter?,” Music Educators Journal, September, 2000.

Students who participate in All-State ensembles consistently score over 200 points higher on the SAT than non- music students. This figure indicates that students can pursue excellence in music while also excelling academically. Texas Music Educators Association,

Students with good rhythmic performance ability can more easily detect and differentiate between patterns in math, music, science, and the visual arts. “Rhythm seen as key to man’s evolutionary development,” TCAMS Professional Resource Center, 2000.

College students majoring in music achieve scores higher than students of all other majors on college reading exams. Carl Hartman, “Arts May Improve Students’ Grades,” The Associated Press, October, 1999.

A majority of the engineers and technical designers in Silicon Valley are also practicing musicians. The Case for Sequential Music Education in the Core Curriculum of the Public Schools, Center for the Arts in the Basic Curriculum, 1997.

Students involved in arts programs had significantly higher class attendance rates than a comparison group. Pamela Aschbacher and Joan Herman, The Humanitas Program Evaluation, 1991.

Second and third grade students who were taught fractions through musical rhythms scored one hundred (100) percent higher on fractions tests than those who learned in the conventional manner. “Rhythm Students Learn Fractions More Easily,” Neurological Research, March 15, 1999

Teachers in schools with strong arts programs report greater professional interest, motivation, self-development, and increased innovation in the classroom. Champions of Change federal study, 1999.

When faced with a problem to solve, students in music and the arts produce more possible solutions, and their solutions are more creative, according to a nationwide study. N. M. Weinberger, “Arts Education Enhances ‘Real Life’ Personal Skills,” MuSICA Research Notes, Spring 2000.

“A grounding in the arts will help our children to see; to bring a uniquely human perspective to science and technology. In short, it will help them as they grow smarter to also grow wiser.” Robert E. Allen – Chairman and Chief Executive Officer, AT&T Corporation

People who participate in the arts live longer than others, according to a Swedish study. British Medical Journal, 1996.

Students who participate in school band or orchestra have the lowest levels of current and lifelong use of alcohol, tobacco, and illicit drugs among any group in our society. H. Con. Res 266, United States Senate, June 13, 2000.

The part of the brain responsible for planning, foresight, and coordination is substantially larger for instrumental musicians than for the general public. “Music On the Mind,” Newsweek, July 24, 2000.

“Music is a more potent instrument than any other for education, because rhythm and harmony find their way into the inward places of the soul.” - Plato

“Music is about communication, creativity, and cooperation, and by studying music in school, students have the opportunity to build on these skills, enrich their lives, and experience the world from a new perspective.” - Bill Clinton, President of the United States of America

“The arts are an essential element of education, just like reading, writing, and arithmetic...music, dance, painting, and theater are all keys that unlock profound human understanding and accomplishment.” - William Bennett, former U.S. Secretary of Education

“Whoever has skill in music is of good temperament and fitted for all things. We must teach music in schools.” Martin Luther

College admissions officers give special consideration to students who have mastered the arts in depth by taking arts courses in high school. Thomas C. Duffy, “Can Colleges Help School Fine Arts Programs?” Connecticut Music Educators Association News.

The arts are recognized as a core subject in the Goals 2000: Educate America Act approved by both houses of Congress in National Education Goals Panel.

Students with band and orchestra experience attend college at a rate twice the national average. Bands Across the USA.

The College Board, in a publication about college admissions, states, “preparation in the arts will be valuable to college entrants whatever their intended field of study.” Academic Preparation for College: What Students Need To Know and Be Able To Do, The College Board.

College admissions officers continue to cite participation in music as an important factor in making admissions decisions. They claim that music participation demonstrates time management, creativity, expression, and open-mindedness. Carl Hartman, “Arts May Improve Students’ Grades,” The Associated Press, October, 1999.

Music students demonstrate less test anxiety and performance anxiety than students who do not study music. “College-Age Musicians Emotionally Healthier than Non- Musician Counterparts,” Houston Chronicle, 1998.

“In every successful business...there is one budget line that never gets cut. It’s called ‘Product Development’ – and it’s the key to any company’s future growth. Music education is critical to the product development of this nation’s most important resource – our children.” John Sykes — President, VH1

At-risk children participating in an arts program that includes music show significant increases in self-concept, as measured by the Piers-Harris Children’s Self-Concept Scale. Project ARISE: Meeting the needs of disadvantaged students through the arts, Auburn University, 1992.

Taking a music elective course is a better indicator that a student will stay in college than high SAT scores or high GPA. Dr. Denise C. Gardner, Effect of Music Courses On Retention, Georgia Tech, 2000.