Academic Journal
Music-Based Mentoring and Academic Improvement in High-Poverty Elementary Schools
| العنوان: | Music-Based Mentoring and Academic Improvement in High-Poverty Elementary Schools |
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| المؤلفون: | Holbrook, Hannah M., Martin, Margaret, Glik, Deborah, Hudziak, James J., Copeland, William E., Lund, Christopher, Fender, Jodi G. |
| المصدر: | Journal of Youth Development ; volume 17, issue 1, page 33-53 ; ISSN 2325-4017 |
| بيانات النشر: | Clemson University |
| سنة النشر: | 2022 |
| الوصف: | Recent research links disparities in children’s language-related brain function to poverty and its correlates. Such disparities are hypothesized to underlie achievement gaps between students from low-income families and more advantaged peers. Interventions that improve language-related brain function in low-income students exist, but evaluations of their implementation within high-poverty elementary schools do not. This comparison-group study evaluates whether implementation within high-poverty elementary schools of Harmony Project music-based mentoring, previously shown in randomized controlled research to improve language-related brain function and literacy in low-income students, might be associated with academic improvement for participants compared with non-participating peers. Standardized academic achievement scores were evaluated retrospectively for 2nd graders who opted into or out of Harmony Project (HP) at baseline (nHP = 218; nnon-HP = 862) for weekly music-based mentoring over 2 years. Adjusting for baseline scores, HP participation was associated with higher standardized scores for math (+17 points; ß = .06, p = .02) and English language arts (+26 points; ß = .08, p = .002). Importantly, students with the lowest prior achievement scores showed the greatest gains for both math (+33 points; ß =.13, p =.02) and English language arts (+39 points; ß =.14, p =.02). Implementation within high-poverty elementary schools of a program previously found to improve language-related brain function in low-income students was associated with significant academic improvement for participants, particularly those with the lowest prior levels of achievement. Findings support the hypothesis that disparities in children’s language-related brain function linked to poverty and its correlates may underlie achievement gaps. |
| نوع الوثيقة: | article in journal/newspaper |
| اللغة: | unknown |
| DOI: | 10.5195/jyd.2022.1116 |
| الاتاحة: | http://dx.doi.org/10.5195/jyd.2022.1116 https://jyd.pitt.edu/ojs/jyd/article/viewFile/1116/1448 |
| Rights: | http://creativecommons.org/licenses/by/4.0 |
| رقم الانضمام: | edsbas.AAFE52DE |
| قاعدة البيانات: | BASE |
| DOI: | 10.5195/jyd.2022.1116 |
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