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MUSIC STANDARDS IMPLEMENTATION AND THE RELATIONSHIP TO FOURTH GRADE FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES FROM 2004 TO 20
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| Title | MUSIC STANDARDS IMPLEMENTATION AND THE RELATIONSHIP TO FOURTH GRADE FLORIDA COMPREHENSIVE ASSESSMENT TEST SCORES FROM 2004 TO 20 |
| Author | Phillips, Neal
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| Keywords | elementary music
music
FCAT
Florida Comprehensive Assessment Test
proficient
music supervision
Sunshine State Standards
music education
accountability
high-stakes
impact
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| Abstract | This study examined the possible relationships among the perceived implementation levels of elementary music standards and Florida Comprehensive Assessment Test (FCAT) scores for fourth graders in reading, mathematics, and writing for the years 2004, 2005, and 2006. Survey data for the study were obtained from 32 school district music supervisors from large, medium, and small districts who returned fully or partially completed questionnaires. The study was focused on the relationships, if any, between a school district's mean scale scores in reading, mathematics, and writing from 2004 to 2006 in grade 4 and (a) elementary music standards implementation, (b) the average amount of time spent in elementary school music classes per week, (c) demographic and economic factors, and (d) the reported average amount of time spent in elementary school music classes per week. Findings of the study indicated that, when all variables were considered, a relationship existed among district music supervisors' views on two variables, degree of music standards implementation and the amount of time allotted per month for elementary music in respondents' school districts in 2004, 2005, and 2006; and (a) the percentage of students achieving at proficient or higher on FCAT reading who were also identified as free and reduced lunch in 2004, 2005, and 2006, (b) the percentage of students achieving at proficient or higher on FCAT mathematics who were also identified as free and reduced lunch in 2004, 2005, and 2006, and (c) the percentage of students achieving at proficient or higher on FCAT writing who were also identified as Hispanic in 2004, 2005, and 2006. Finally, implications for educational decision making were offered and recommendations were made for future studies dealing with elementary music standards implementation in Florida's schools. These recommendations included (a) investigating reasons for achievement gaps on FCAT between majority and minority ethnic groups and between minorities themselves, (b) exploring socio-economic factors affecting FCAT scores, (c) continuing research giving special attention to brain research involving music and its impact on the brain, (d) determining why high-stakes testing is necessary, and (e) devising controlled studies both in Florida and nationwide that would compare the elementary students receiving consistent and varied teaching in music with those students not receiving consistent musical instruction. Controlled and experimental group studies of pre-schoolers should be conducted to determine the extent to which the use of musical rhythms impacts the rate of language acquisition. |
| Adviser | Taylor, Rosemarye
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| Publisher | University of Central Florida |
| Degree | Ed.D.
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| Degree Discipline | Department of Educational Research, Technology and Leadership
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| Degree Grantor | Education
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| Degree Program | Educational Leadership EdD
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| Graduation Date | 2008-01-01 |
| Type | Doctoral dissertation
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| Access Level | Public - Allow Worldwide Access
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| Release Date | 2008-06-03 |
| Repository | University Archives
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| Repository Collection | Electronic Theses and Dissertations
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| Identifier | CFE0002063 |
| Access Link | http://purl.fcla.edu/fcla/etd/CFE0002063 |
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