In-school arts education and academic achievement: A child fixed effects approach

CITATION

Todhunter-Reid, A. (2019) In-school arts education and academic achievement: A child fixed effects approach, Arts Education Policy Review, 120(2), pp.112-119

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ABSTRACT
The aim of this study was to estimate the within-child associations of in-school arts education and
achievement in reading and mathematics, using four waves of data (kindergarten, 1st-grade, 3rdgrade,
and 5th-grade) from the Early Childhood Longitudinal Study. Fixed effects techniques were
applied to adjust for the confounding effects of all stable child characteristics. Arts education
(minutes per week of art and music instruction) positively predicted academic achievement and
growth in reading and mathematics from kindergarten to 5th-grade. Moreover, the positive
associations increased in strength as students progressed to later grades.


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