Youth Orchestra Program Linked to Academic Success

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Running head: THE ASSOCIATION BETWEEN YOUTH PARTICIPATION
The association between youth participation in the El Sistema orchestra program at
he Rainey Institute and academic outcomes
Allison Silverman
Cleveland State University

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Allison Silverman
Introduction
Having the ability to develop and grow in a suitable environment is important for any child. For some
children, this may be more difficult to achieve because of a lack of opportunity to develop skills in
vulnerable environments due to their circumstantial socio-economic status. According to the adolescent
health topic in Healthy People 2020, racial and ethnic minorities who live in poverty experience worse
outcomes for educational achievement compared to adolescents of similar ages that are white
(Adolescent Health, 2016). An over-whelming amount of students in the Cleveland Metropolitan School
District (CMSD) and the Rainey Institute identify as low-income racial or ethnic minorities. A potential
method of providing more positive prospects and outcomes for these low-income racial and ethnic
minority children is through after-school programs. For some children, there is a gap between the time
that their school day ends and when their parents or guardians end their work day (Zief, Lauver, &
Maynard, 2006). This gap in the day has impacted more children due to the fact that more than 80% of
mothers with school-aged children work away from home, in addition to more than two-thirds of those
classified in low- and moderate- income homes not being supervised by parents after school (Zief,
Lauver, & Maynard, 2006). Around three million children between six and twelve years old in the United
States do not have supervision often after school, equating to about 15% of children in that age range
(Zief, Lauver, & Maynard, 2006). According to multiple research articles, when a child is left
unsupervised, there is a chance of increased risk-taking behavior, victimization, and poor academic
results (Zief, Lauver, & Maynard, 2006). An increase in funding, from around $40 million in 1998 to over
$1 billion by 2004, and demand for after-school programs has led to an increase in after-school
programs throughout the last two decades (Kremer, Maynard, Polanin, Vaughn, & Sarteschi, 2015).
A literature reviews of past studies examined the association between participation in after-school
activities, such as arts-based programs, and academic outcomes. A regression study conducted by
Grogan, Henrich & Malikina, (2014) showed that there was a statistically significant relationship
between almost daily engagement in after-school activities and academic skills during the 2010-2011
school year, but infrequent engagement did not lead to statistically significant effects. Another study by
Johnson & Memmott (2006) looked at the quality of music programs on academic success. This study
found that students with excellent music programs, in which excellence was based on the instructional
quality of the program, generally performed better on standardized tests compared to poorer quality
music programs, and students in poorer music programs had better test scores than those not
participating in music at all (Johnson & Memmott, 2006). Another study looked at the level of
participation of the arts and academic achievement using standardized test scores (Catterall, 1997). This
study showed that about 71% of high-arts students scored in the top-half of performance distribution of
test scores compared to 46% of low-arts students. There was also a 20.4% difference between high-arts
and low-arts youth of low SES status on standardized test scores (Catterall, 1997). An association study
between instrumental music participation and academic achievement has already been conducted in
Ohio(Fitzpatrick, K. R., 2006). Fitzpatrick (2006), looked at the comparison of the Ohio Proficiency Test
results between instrumental and non-instrumental students for the entire Columbus Public School
District, but this study also classified the students based on high- or low- socioeconomic status (SES) The
results of the study showed that instrumental music students at both SES levels scored higher on the

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Ohio Proficiency Test compared to non-instrumental students at both SES levels by the 9th
grade
(Fitzpatrick, 2006). The instrumental students with the higher SES scored the highest compared to the
other groups (Fitzpatrick, 2006).
An after-school program option for children who come from vulnerable backgrounds in the Cleveland
area is participation in an arts-based program at the Rainey Institute. The Rainey Institute has provided
arts-based educational programing for children in the Cleveland area since the 1960s.Their most popular
program is the El Sistema Orchestra Program, which is a three hour a day and five days per week
internationally-recognized program that started in Venezuela. One of the major goals listed in the
Rainey Institute’s 2013-2016 Strategic Plan is to strengthen the impact of their programs, with one of its
strategies being “to measure and evaluate the progress and development of children and teens in our
programs”. This preliminary study hopes to create the beginning foundation of evaluating the El Sistema
Orchestra Program by looking at the participant’s academic outcomes in association to program
involvement. In this study it is hypothesized that grade-school level standardized test outcomes are
positively affected by a student’s participation in the El Sistema Orchestra program. Past research from
several studies has shown an association between high quality arts programs and better academic,
personal and social outcomes for students that are at-risk (Executive Summary of the Pilot Evaluation of
an El-Sistema-Inspired). The concern with these past studies is that their design needs to be more
rigorous in order to show a cause-and-effect relationship (Executive Summary of the Pilot Evaluation of
an El-Sistema-Inspired). This preliminary study will not be rigorous enough to show a cause-and-effect
relationship, but will be a beginning foundation to establish and create an evaluation that will better
express a relationship between participation in the El Sistema Orchestra program and academic
achievement.
Methods
Design
This preliminary study was strictly a records review of data that was previously collected by the
Rainey Institute. The review used existing, secondary records to analyze the initial academic
performance of the El Sistema participants at the Rainey Institute. Existing records are of limited use
since they may not provide specific information that is beneficial for outcome evaluations. Records from
the Rainey Institute included standardized test score results from the 2014-2015 school year for math
and reading, students’ attendance rate and number of days missed at school during the 2014-2015
school year, and the subject’s demographics, which included their age, grade, and gender. Socio-
economic status (SES) was not an included variable for the study because according to the 2014-2015
Ohio Department of Education’s Report Card for the Cleveland Municipal School District all 38,555
enrolled students in the school district classified as economically disadvantaged (Pages - District-Report,
n.d). Statistical differences could not be made based on SES status if every student in the CMSD, which
included all of the El Sistema subjects, was identified with a lower SES status. Data for the comparison
groups, which includes all of the students in the CMSD and the state of Ohio, were collected from the
Ohio Department of Education’s Ohio State Report Cards. Data on topics such as academic achievement,
attendance, and enrollment for each school district and individual school is accessible to the public
through the Ohio State Report Card, located on the Ohio Department of Education’s website.
Comparison data with the El Sistema Orchestra subjects was obtained for the CMSD and the state of
Ohio for the 2014-2015 school year using this website. Since the study was only using retrospective

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data, and the subjects of the study sample were attempting to generalize conclusions for the entire
target population (all of the participants in the El Sistema Orchestra program), this was classified as a
cross-sectional study.
The model used to frame this study was the social cognitive theory, which is based on three
concepts: reinforcement, behavior, and cognition. For the purposes of this study, the goal was to show
that regularly participating (reinforcement) in the El Sistema Orchestra program (behavior) would have
an impact on academic achievement (cognition) measured by higher scores compared to non-
participating students in the standardized test for their grade. The exposed environment was the
participation in the El Sistema Orchestra program at the Rainey Institute, which is a structured, five day-
per-week after school orchestra program lasting three hours per day. The intended behavioral outcomes
were the ability to pass the standardized test scores for math and reading, however his model
accounted for personal factors, such as gender, grade, and age towards the outcome of the study. The
social cognitive theory was also a more appropriate model for this study because this theory cannot
prove causation since this study format did not have the proper elements, such as a large sample size
and randomization of subjects. This theory, however, can help show if one element may be mutually
influenced by another, known as reciprocal determinism. Based on the variables of the study design, this
would better be categorized as a preliminary association study between participation in the El Sistema
program and academic achievement. The concepts of the social cognitive theory better compliment an
association study that does not have the capabilities of proving causation.
Sample
The targeted sample for the study was any CMSD student that participated in the El Sistema Orchestra
Program at the Rainey Institute. This included a sample estimate of n = 65 participants. The objective for
this study was to obtain 85% of the standardized test scores for the El Sistema Orchestra participants by
April 1st
, however the objective was not met after the April 1st deadline. The actual sample used in the
study was n = 13 participants, with only 20% of the intended sample. The actual sample only
represented one of the CMSD schools, out of 96 total schools in the entire district. 4th
, 5th
and 6th
grade
student participants made up the El Sistema Orchestra sample, with more specifically five 4th
grade
participants, three 5th
grade participants, and five 6th
grade participants. The El Sistema sample became
more specific as it was stratified by the type of standardized test. There were five 4th
grade, three 5th
grade, and five 6th
grade participants for the math standardized test of the El Sistema sample. The
reading standardized test sample included one 4th
grade, three 5th
grade, and five 6th
grade participants.
Data was missing for four out of the five 4th
grade El Sistema participants for the reading standardized
test. The El Sistema Orchestra study participants were also categorized by gender, with four (30.8%)
being female, and nine (69.2%) being male.
The CMSD comparison sample also varied based on grade level and type of standardized test score.
There was an overall total of 15,480 subjects from the CMSD. The number of subjects for the math
standardized test from the CMSD totaled 7,736, while the number of reading/English standardized test
subjects totaled 7,744. The number of subjects from both standardized tests was further stratified by
grade level. For the math standardized tests, the number of 4th
grade subjects were 2,502, the number
of 5th
grade subjects 2,511, and the number of 6th
grade subjects 2,723. The number of reading/English
standardized test subjects was 2,500 from the 4th
grade, 2,515 from the 5th
grade, and 2,729 from the 6th
grade.

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Measures
Descriptive Statistics
Using Excel and the R Statistical Software, descriptive graphical analyses were conducted to provide a
quick visual aide for communication of data results, and to show the differences between the El Sistema
sample group at the Rainey Institute, the CMSD and the State of Ohio comparison groups. A bar chart
was created to depict the weighted percentage averages for proficient or better results for math
standardized tests for Rainey and CMSD, and for reading standardized tests for Rainey and CMSD.
Cluster bar charts were created to show the percentage for proficient or above test scores for the
reading and math standardized tests. Both cluster bar charts were first stratified by group: Ohio, CMSD,
and El Sistema Orchestra Rainey Institute subjects. The charts were further stratified by grade level,
which included grades four, five and six. Figure (2) and (3) are the cluster bar charts used to depict the
raw percentages of the proficient or above standardized test scores for reading and math. Pie charts
were used to visually show the breakdown for the number of participants in each grade for the different
standardized tests, which were the math standardized tests for the CMSD and El Sistema Orchestra
Rainey subjects, and the reading standardized tests for the CMSD and El Sistema Orchestra Rainey
subjects. A total of four pie charts were created to depict the number of subjects for each test subject
categorized by grade, (figures (4) through (7)). To better understand the central tendency, or the
measurement that best represents the categorized group, a weighted average was computed. A
weighted average was more statistically rigorous because the sample was further stratified by 4th
, 5th
,
and 6th
grade for each participant category. There were a total of six weighted averages calculated; the
math standardized test scores of the 2014-2015 school year for the El Sistema Orchestra participants,
the CMSD, and the State of Ohio, and the reading standardized test of the 2014-2015 school year for the
El Sistema Orchestra participants, the CMSD and the State of Ohio. These weighted averages could help
descriptively aide in understanding the overall results of the study.
Attendance data for the thirteen El Sistema Orchestra subjects was received on June, 1st
2016. This data
included the percentage of days present at school during the 2014-2015 school year, and the number of
days absent during the 2014-2015 school year. The objective for this project was to obtain attendance
data for 60% of the El Sistema Orchestra study participants by April, 1st
2016. That part of the objective
was achieved, as attendance data was obtained for 100% of the El Sistema Orchestra study participants.
However, the data was not received until June 1st
2016, which was exactly two months after the
intended date of April 1st
, 2016.
The overall percentage of days present at school during the 2014-2015 school year for the El Sistema
Orchestra subject participants stratified by grade was 96.9% for 4th
grade, 98.0% for 5th
grade, and
98.9% for 6th
grade. The overall percentage of days present at school during the 2014-2015 school year
for the all CMSD students stratified by grade was 92.5% for 4th
grade, 91.9% for 5th
grade, and 91.7% for
6th
grade. Figure (8) displays these attendance data percentages in cluster bar chart (another descriptive
statistic) for 4th
, 5th
, and 6th
grade El Sistema Orchestra subjects at the Rainey Institute and all CMSD
subjects. The overall percentage of days present at school for the combined 4th
, 5th
, and 6th
grade
subjects from 2014-2015 school year was 92.0% for subjects from the CMSD subjects compared to
97.9% for the subjects from the El Sistema Orchestra program.

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Analysis
This study should be treated as preliminary because there was a lack of target subjects to conduct a
feasible comparative statistical analysis. An ideal sample size, which should account for a 5% margin of
error, would have been no less than n = 56 subjects. This study had n = 13 subjects, leading to a
response rate of only 20%. When separating the number of El Sistema Orchestra subjects by type of
standardized test, the response rate for the math test was 20%, with a total of n = 13 subjects, and the
response rate for the reading test was 14%, with only a total of n = 9 subjects. Most statistical tests are
dependent on sample size, therefore when a small sample is used in statistical tests results may lead to
conclusive results, but those results would not have enough data to support significant results towards
the target population. In general, a larger sample size would be needed to detect a smaller difference
(Principle of Biostatistics, Ch. 10, p.g. 248). Studies should include a large enough sample size in order to
show an appropriate statistical power to identify if an association exists (Epidemiology in Public Health,
2014, p.g. 213). Results from chi-square tests, which is a statistical significance test, relies greatly on
sample size, therefore it was not feasible to conduct the test with the study’s small sample size.
Weighted averages of the PARCC standardized test score for the reading and math tests were one of the
descriptive statistical measurements of the study, and the weight was placed on the three different
grade levels computed in the average; 4th
, 5th
and 6th
grade. The weighted averages were specifically for
the percentage of subjects for each group that passed the standardized test scores, and at least met the
state standards for academic achievement. 69.2% of 4th
, 5th
, and 6th
grade El Sistema Orchestra Study
Participants at the Rainey Institute scored “Proficient” or better on the 2014 school year PARCC
Standardized Assessment Test in math compared with 31.9% for CMSD 4th
, 5th
, and 6th
grade students.
The State of Ohio PARCC test score average for the 2014 School Year in math for 4th
, 5th
, and 6th
grade
students combined was 68.1%. 88.9% of 4th
, 5th
, and 6th
grade El Sistema Orchestra Study Participants at
the Rainey Institute scored “Proficient” or better on the 2014 school year PARCC Standardized
Assessment Test in reading/English compared with 45.3% for CMSD 4th
, 5th
, and 6th
grade students. The
State of Ohio PARCC test score average for the 2014 School Year in reading for 4th
, 5th
, and 6th
grade
students combined was 74.1%. The cluster bar chart in Figure (1) shows the weighted averages for
proficient or better standardized test scores for the math and reading test for both the El Sistema Rainey
participants and all of the CMSD participants. The objective was for at least 75% of the El Sistema study
participants to have at least met the standards for the test. When stratified by type of test, the study
participants did not meet the objective for the math standardized test, with only 69.2% of the El Sistema
study participants meeting the state minimum standards during the 2014-2015 school year.
Nevertheless, El Sistema study participants met the objective for the reading/English test, with 88.9% of
the participants meeting the state minimum standards during the 2014-2015 school year.
Discussion
Explanation of Results
The results from the provided data showed a difference with the passing rate of the math and
reading/English standardized test scores from the 2014-2015 school year between all CMSD subjects
and the target subject participants from the El Sistema Orchestra Program at the Rainey Institute.
Weighted averages of the 2014-2015 math and reading/English standardized test scores based on grade

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showed the percentages of the subjects that at least had proficient test scores were almost doubled for
the El Sistema Orchestra study subjects compared to all of the CMSD subjects. Chi-square tests are
useful in calculating statistical significance; however, these tests are sensitive to sample size (Limitations
of the Chi-Square Test, (n.d.)). The size of the chi-square test is dependent of size of the sample, and
independent of the strength in relationship between the variables (Limitations of the Chi-Square Test,
(n.d.)). Frankfort-Nachmias and Leon-Guerrero (2011) stated that most researchers limited the use of
chi-square tables when a cell was less than five variables or have more than 20% of the cells with less
than five (Limitations of the Chi-Square Test, (n.d.)). After attempting to complete chi-square tests for
either meeting the minimum state standards or not meeting the minimum state standards for 2014-
2015 math standardized test scores for El Sistema Orchestra subjects compared with all CMSD subjects,
the test led to inconclusive results since one of the cells had fewer than five subjects (i.e. four subjects).
The same chi-square test was attempted for the 2014-2015 reading/English standardized test, and this
chi-square also led to inconclusive results because one of the cells also had less than five subjects (i.e.
one subject). Creating a generalized linear model for the El Sistema Orchestra study participants was
another possible statistical test to show the observed differences in variability for the test scores based
on the included explanatory variables in the model. Gender and missing five days of school or more
during the 2014-2015 school year were the explanatory variables used to help predict the observed
variability for receiving at least proficient test scores for the math and reading/English standardized
tests during the 2014-2015 school year. Because the sample size of the El Sistema Orchestra participants
was so small, a generalized linear model could not show any specific conclusive results, and at best it
could only detect major statistical differences between groups.
Limitations
There were many limitations with the study that impacted the ability to make any conclusive results and
conclusions from the data. The most significant issue was the sample size of El Sistema Orchestra
subjects at the Rainey Institute, with only thirteen in the sample out of a possible sixty-five subjects.
Only 20% of the potential El Sistema Orchestra subjects were included in the study, meaning that non-
response bias was a major source of error. The rationale behind the response bias, such as not willing to
provide the information requested or not reaching the necessary individuals to receive the data, is
unknown, but regardless of the rationale a study with non-response bias cannot lead to feasible results.
Ideally, the number of El Sistema Orchestra subjects should have totaled 56 participants if the study was
to account for a 5% margin of error, improving the consistency, or reliability, of the study (Sharma &
Petosa, 2014). Reliability refers to the degree to which the study measures what it was intended to
measure (Sharma & Petosa, 2014), and data that is more reliable may also yield results that can better
be generalized to the target population. Unfortunately, the sizes of the sample population, which
consisted of the thirteen 4th
, 5th
, and 6th
study participants in the El Sistema Orchestra program at the
Rainey Institute, did not accurately represent the size of the target population, which should have
consisted of all the 4th
, 5th
, and 6th
grade subjects in the El Sistema Orchestra Program. Due to the many
limitations of this preliminary cross-sectional study, any inferential statistical test measuring statistical
significance between variables would lead to inconclusive results. Some issues could have led to a small
number of sample population subjects, and these issues could have included the amount of time to
obtain the subjects, the lack of incentives for schools and students to participate in the study, and the
voluntary nature of the study (Sharma & Petosa, 2014).

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Deficiency of research protocols
Arts-based program research, which includes this research study on academic outcomes of the El
Sistema Orchestra participants, is currently lacking certain research protocols (Symposium Final Report,
2015). There is a lack of large-scale longitudinal studies that follow the same population over time
(Symposium Final Report, 2015), which could help track the outcomes of students who receive intensive
exposure to a treatment, such as participation in an after-school program, compared to students who
are not exposed to the treatment (Symposium Final Report, 2015). If the El Sistema Program at the
Rainey Institute created a longitudinal study for their participants, then it would be advisable to find
willing participants of the in the sample population group that will be attending the El Sistema Program,
and to compare their academic outcomes before, during and after participation in the El Sistema
Program with non-orchestra participating students of similar demographic backgrounds in the CMSD.
Subjects for the comparison group of non-El Sistema orchestra students in the CMSD would also need to
be identified before the study commenced. This preliminary study, along with most other academic
achievement comparison studies between participation in organized music or not, has used a cross-
sectional approach. (Kinney, 2008). Cross-sectional studies cannot examine the potential group
differences between students that are involved in music classes compared to those that are not involved
in those classes (Kinney, 2008). When studying academic achievement, researchers have tried to protect
against confounding variables that may have a significant effect on academic achievement, such as
socioeconomic status (SES), school environment, and mobility (Kinney, 2008). When identifying these
variables after the fact, it may be much harder to clarify the association between variables.
Both longitudinal and cross-sectional studies are observational studies, therefore the researchers are
not interfering (Vu (Ed.), 2015). Longitudinal studies have the scope to more likely establish a cause-and-
effect relationship compared to cross-sectional studies (Vu (Ed.), 2015). A cross-sectional study, which is
completed more quickly than a longitudinal study, is usually created first by researchers to show a
potential link or association between variables before a cause-and-effect relationship is studied using a
longitudinal study (Vu (Ed.), 2015). There is a lack of rigorous activity establishing cause and effect
relationships between participants in high-quality arts programs and improved academic, personal, and
social outcomes for at-risk students. (Symposium Final Report, 2015). This study has recognized a
potential association between participation in the El Sistema Orchestra program and academic
achievement using a cross-sectional approach. The goal for a future academic outcome study for the El
Sistema Orchestra program is to create a longitudinal study to help satisfy the lack of cause and effect
studies in art-based educational studies.
Protocols for a future academic research study with the El Sistema Program
If a future academic outcome study for El Sistema Orchestra participants were to be conducted again,
then several factors would need to be addressed to help establish a more causal relationship. Academic
achievement cannot be measure strictly by standardized test scores. Standardized test scores can be a
high-stakes, summative evaluation, in which the results can lead to significant consequences for the
participating students, teachers, schools, and/or school districts (Mitchell, 2006). These consequences
can include school accountability measures, as well as school district ratings. The problem with using
standardized test scores as a high-stakes evaluation is that many factors can weaken the validity of
these test results (Mitchell, 2006). These factors can include cheating, inability to read test materials

9
accurately, non-response to questions, motivation levels of the participants, instruction protocol, test
preparation, and test development (Haladyna, 2006). Test scores may also be influenced by a number of
other factors, such as family resources, the student’s health, family mobility, and influential
neighborhood peers (Haladyna, 2006). Test scores should only be used modestly in a larger set of
evidence to measure academic achievement for students. In high-need areas, test-based accountability
results have been associated in surveys to influence the teacher’s attrition and discouragement
(Haladyna, 2006). The No Child Left Behind (NCLB) Act has evaluated schools using test scores, and
negative authorizations has been placed on schools who do not meet the expected standards (Haladyna,
2006). The goal of the NCLB for utilizing a test-based accountability approach was to close the
achievement gap, especially for minority students (Haladyna, 2006). Standardized test scores do not
provide absolute student achievement measurements (Haladyna, 2006). When standardized tests rely
on multiple-choice responses, it cannot measure the student’s communication skills, knowledge-depth
and understanding, or critical thinking skills, which all attribute to student achievement (Haladyna,
2006).
Other past studies on El Sistema after-school orchestra programs have used a mixed-method evaluation,
in which the evaluator collects quantitative and qualitative measurements. An urban school community
in Canada that has an El Sistema inspired orchestra program created a pilot evaluation of their program
(Morin, 2014). The evaluation used a mixed-method approach of data collection; interviews, focus
groups, student assessments, surveys, observations and institutional reviews (Morin, 2014). This study
specifically looked at the attendance rates of their El Sistema participants in school compared to the
non-El Sistema Orchestra participants in the CMSD (Morin, 2014). An examination of detailed school and
program attendance records showed that school attendance did not improve for participants in the El
Sistema Orchestra Program (Morin, 2014). The rationale behind the absenteeism was unknown,
however there was a low instance of suspensions found in the participants of the El-Sistema program
(Morin, 20014). Using a mixed-method study approach for future studies at the Rainey Institute could
potentially create more rigor in the evaluation, and may also provide more insight into the hypothesis-
forming process using qualitative conclusions, and also the hypothesis-conclusion process using
quantitative statistical analysis.
A future study would need to identify and control for more of the identified extraneous factors that can
impact standardized test score outcomes in order to help improve the reliability and validity of the
association study between participation in the El Sistema Orchestra program and academic outcomes.
These extraneous factors may include parental involvement and the support of the student’s education
(Thornton, 2013). Other measures of academic outcomes should be obtained outside of standardized
test scores. These other measures can include report cards and homework completion rates. Schools
with participants in the study can also be asked to disclose the participant’s behavioral infraction
information and the number of tardies per month and/or year for the participants.
If the Rainey Institute would like to continue this academic outcomes study of their participants, it
would be best to work closely with the CMSD. The Baltimore El Sistema Program called OrchKid’s has
been able to create a proficient annual report with the assistance from the Baltimore City Public Schools
and the University of Maryland Baltimore County (Baltimore Symphony Orchestra, 2015). A data sharing
agreement should be established between the Rainey Institute and the CMSD before completing future
studies of academic outcomes and overall effectiveness of the El Sistema program at the Rainey
Institute. If a future partnership would be established between the Rainey Institute and the CMSD, then

10
it would be advisable to have a data sharing agreement for the following items: the Rainey Institute
should be given the standardized test scores for all of their El Sistema Orchestra participants in the
Cleveland Metropolitan School District (CMSD), as well as the test score averages for the all of the CMSD
students not enrolled in the El Sistema Orchestra Program at the Rainey Institute non-participating El
Sistema orchestra students in the CMSD. School year attendance data should also be provided by the
CMSD for all of the El Sistema Orchestra student participants, in addition to average attendance data for
all non-participating El Sistema orchestra students in the CMSD. Another item in the data sharing
agreement should include that all CMSD students, including the El-Sistema orchestra participants and
non-orchestra participants, be asked by their parental guardians to participate in a socio-emotional
questionnaire. Healthy social, emotional, and behavioral modifications in young children are more likely
to lead to positive academic performances during elementary school (Cohen et al., 2005). The results
from the socio-economic questionnaire would then be shared with the Rainey Institute for further
evaluation. In sum, a strong data sharing agreement between the Rainey Institute and the CMSD would
include these items: attendance data, standardized test scores and/or school classroom test results in
math and reading, socio-emotional health status questionnaire results, and college outcome data if the
study would become a longitudinal one.
Correlations have been identified between socio-emotional behavioral and academic outcomes.
Researchers have discovered positive findings for classroom prosocial behavior and intellectual
outcomes, and further have predicted performances on standardized test achievement outcomes (Zins,
Weissberg, Wang, & Walberg, 2004). On the contrary, antisocial behavior has often been correlated with
poor academic outcomes (Zins, Weissberg, Wang, & Walberg, 2004). Adelman and Taylor (2004) have
argued that three components are necessary to achieve academic success: academic instruction and
school management, which are the more traditional components, and an enabling component, which
focuses on the social and emotional contexts in the classroom to promote a better conductivity to
learning and achieving academically. School success can be categorized into several different variables:
school attitudes (i.e. motivation), school behavior (i.e. attendance data and engagement), and school
performance (i.e. grades, test performance) (Zins, Weissberg, Wang, & Walberg, 2004). Engagement
should also be measured at the Rainey Institute because past studies have shown that students who
were highly engaged in after-school programs, and especially arts-based activities, are more related to
academic skills (Grogan, Henrich, & Malikina, 2014). This preliminary study has attempted to address the
school behavior and school performance component using attendance data and standardized test
scores, but has not addressed school attitudes. If a future data sharing agreement is created between
the CMSD and the Rainey Institute to continue further studies on this academic subject question, the
agreement should also include subjects filling out a socio-emotional questionnaire. This socio-emotional
questionnaire may help clarify the school attitudes of its participants by addressing school motivations,
management of emotions, decision-making processes, and ethical behaviors (Zins, Weissberg, Wang, &
Walberg, 2004). The practice of measuring academic achievement using standardized test scores and
attendance data is more widely recognized in research. Social and emotional questionnaires are not
easily understood, but research has acknowledged an association between social, emotional, and
academic outcomes.
This study used a status model to measure the academic outcomes for the El Sistema Orchestra program
participants, a method for measuring how participants perform at one point in time (Hull, 2007). For this
study, the status model was used to help show an academic achievement comparison between the non-

11
El Sistema Orchestra participating students in the CMSD and the participants of the El Sistema Orchestra
program. Such a model, according to educators, may not be the most accurate way to measure school
and student effectiveness for schools in high-impoverished urban and rural locations (Hull, 2007). At
these schools, a large proportion of the students are already academically behind students from more
advantageous communities (Hull, 2007). The argument is that the growth model more accurately
showcases a school’s academic performance (Wallis and Steptoe, 2007). The growth model looks at
academic progress between two points in time, instead of one point for the status model, to illustrate
potential student growth (Hull, 2007). A growth target can hypothesize the positive change in student
achievement rates for previous and upcoming years. This growth target model can help establish if non-
proficient students from the previous year met the growth target in the next year (Hull, 2007).
Comparisons of El Sistema study with previous research studies
Studying the potential association between arts-based programming and academic achievement may
have never been conducted at the Rainey Institute, but has been previously researched. Although there
have been many limitations discussed for this preliminary study, it is possible to show the similarities
and differences between this study and past studies on arts-based programming and academic
achievement. In 2003, a school district in a Midwestern metropolitan area was chosen for the study,
including two middle schools in the district that were identified by the state’s department of education
as “in need of improvement” (Kinney, 2008). A school that is “in need of improvement” could not show
yearly progress of state proficiency test scores for two consecutive years (Kinney, 2008). The results of
this study showed that band students scored significantly higher than non-participants on all subsets of
the 6th
grade proficiency tests and all subsets of the 8th
grade cohort, an exception being the Social
Studies proficiency test (Kinney, 2008). During the 2014-2015 school year for CMSD, the performance
index measure for the test score results of every student in the school district was the letter “D” (Pages -
District-Report, n.d.). A performance test letter “D” indicates that the passing rate for every student in
the school district was between 50.0-69.9%, and that the CMSD specifically had a performance index
percentage of 55.8% (Pages - District-Report, n.d.). This low performance index score and percentage
showed that the CMSD was in need of improvement for standardized test scores after the 2014-2015
school year (Pages - District-Report, n.d.). When understanding the comparison of test score results
between the El Sistema Orchestra program at the Rainey Institute and the non- El Sistema participating
subjects in the CMSD, it is important to keep this performance index measurement in mind.
Along with the 2003 study of a Midwestern metropolitan school district, the preliminary El Sistema
study at the Rainey Institute also showed better standardized test scores results for the 2014-2015 math
and reading/English test scores with the El Sistema Orchestra subjects compared to all CMSD students.
Statistical significance could not be demonstrated between the two groups, however, due to the small
sample size (only thirteen total subjects). The 2003 study by Kinney, D.W. was also superior because it
was longitudinal. The baseline measure of academic achievement for the 6th
and 8th
grade cohorts was
at 4th
grade, a point that is prior to participants’ enrollment in band. The baseline data also showed
statistically higher test score results in both the 6th
and 8th
grade band cohorts for the 4th
grade
proficiency subtests (Kinney, 2008). The Kinney (2008) study is consistent with past research findings
asserting that higher achieving students may be more attracted to instrumental music participation
(Fitzpatrick, (2006), Klinedinst, (1990), and Young, (1971)), as well as the academic results related to
participation in music (Kvet, (1985), McCrary, & Ruffin, (2006), and Wallick, (1998)).

12
Babo (2004) was another association study, but more specifically investigated instrumental music
participation instead of arts-based programming as a whole. This study observed the relationship
between instrumental music participation and academic achievement and used a multiple regression
analysis (Babo, 2004). The instrumental music participation was called IMUSIC, and the variables that
were identified to measure the variance in standardized test score results, specifically the CAT-NCE,
were socio-economic status (SES) and gender (Babo, 2004). When controlling for the variables SES and
gender, participation in the IMUSIC program showed significant results for the reading standardized
CAT-NCE scores (Babo, 2004). The regression analysis led to conclusive significant responses due to a
large enough sample size of n = 132 (Babo, 2004). The El Sistema Orchestra study attempted to create a
regression analysis that controlled for the variables gender and attendance rate to show a potential
significance between participation in the El Sistema Orchestra program and standardized test results.
Without a large enough sample size there was not enough data to show significant results, and there
was no scientific rationale to completing the regression analysis for this El Sistema Orchestra study.
Other studies that were measuring the relationship between participation in music and standardized
test score results also had small sample sizes. The Pennsylvania Department of Education Art Area and
the Pennsylvania Music Educators Association conducted a state-wide comparison of state assessment
scores between music and non-music students (Thornton, 2013). This study attempted to receive
standardized test score data for the math and reading tests, as well as student music participation data,
from every school district in Pennsylvania (Thornton, 2013). Of the 187 contacted school districts, only
36 responded to the data request (Thornton, 2013). 21 out of the 26 districts declined to participate in
the study for various reasons, and only 11 districts out of 187 contacted districts participated (Thornton,
2013). Having a small sample size of only 11 districts meant that the results may not have been
generalizable to all of the school districts in Pennsylvania (Thornton, 2013). Statistical testing of the
available data did show significantly higher test score differences for students that participated in music
compared to non-participating students (Thornton, 2013). These results were asked to be interpreted
cautiously because the sample sizes were very different between the music and non-music participants,
exemplified by the number of non-music 11th
grade subjects being nearly four times greater than the
11th
grade music participants (Thornton, 2013). These differences were accounted for in the statistical
analysis, but the results of the analysis should still be cautiously interpreted (Thornton, 2013). This study
had fewer sample size limitations compared to the El Sistema study because it was at least possible to
conduct and interpret statistical tests. Both studies had issues with sample size and the generalizability
of the results to the entire target population. The state-wide Pennsylvania study could not properly
generalize its results to every school district in Pennsylvania, and the El Sistema study could not
generalize its results to every El Sistema participant. Although there were significant sample size
limitations with both studies, it is important to further discuss other study limitations to learn how
future studies can become more scientifically rigorous.
Research on the best practices for afterschool programs has discussed the limitations of the available
research on the evaluation of afterschool programs. The literature searches for past research studies
explained that afterschool programs showed limited quality program evaluation, even though
afterschool programs have been available for a long time, but the research included the need for these
afterschool programs to continue (Fashola, 1998, Harvard Family Research Project [HFRP], 2003, The
Forum for Youth Investment [FYI], 2002). The limitations of afterschool program research included
knowing what features of such programs led to what outcomes, the level of optimal participation

13
needed for participants of a program, and the most effective activities based on the circumstances of
the participants (FYI, 2002, p.g. 1). Even if this El Sistema Orchestra program study had enough
participants to show significant results, these questions could not be answered because the preliminary
study design was not sophisticated enough. In addition, this study design lacked the variables needed to
answer these detailed limitation questions. When assessing the effectiveness of a program, a
continuous and quality evaluation should be created to help establish clear goals and objectives to help
gauge the success of the program (Beckett et al., 2001; USDOJ/USED, 2000; Fashola, 1998). Fashola
(1998) argued that the most valuable assessments for the quality of a program should compare the
measurements of the after-school program subjects with a similar group of non-participating students
as a control or comparison group. The El Sistema study had a comparison group of all students in the
CMSD, however the group did include data from the thirteen El Sistema Orchestra subjects. Luckily their
sample size from the El Sistema participants was so small that including their data in the comparison
data was most likely insignificant for a comparison sample size of over 15,000 CMSD subjects. In future
studies, research best practices should include a random control group of non-orchestra participating
subjects with similar demographic backgrounds, or a well-controlled comparison group of non-orchestra
participating subjects of similar demographic backgrounds that were established before the study
began. The control or comparison group should strive to have a proportionate balance of subjects as the
El Sistema Orchestra participating subjects.
A team of researchers from the SERVE Center at The University of North Carolina at Greensboro
conducted a small version of a meta-analysis for evaluations of after-school programs. The research
findings from the meta-analysis showed many associations between youth development and behavior
outcomes when participating in an after-school program (Brown et al., 2003). The associations for
participating in an after-school program include (a) improved school attendance (Brown et al., 2003; Hall
et al., 2003; Miller, 2003; Vandell in FYI, 2002), (b) better grades/achievement (Brown et al, 2003; Hall et
al, 2003; Miller, 2003; OJJDP, 2005; Vandell in FYI, 2002), (c) more positive attitudes toward school
(Brown et al, 2003), (d) better work and interpersonal skills (Brown et al, 2003; Hall, Yohalem, Tolman &
Wilson, 2003; Miller, 2003; Vandell in FYI, 2002), among other important associations. Based on the
comparisons for weighted averages by grade level between the subjects from the El Sistema Orchestra
program at the Rainey Institute and all of the subjects from the CMSD, the preliminary study showed a
likely association between participating in the El Sistema Orchestra Program, and better standardized
test score achievement. When breaking down the attendance rate data from the 2014-2015 school year
by grade level, the subjects of the El Sistema Orchestra program also had higher raw attendance rate
percentages for each grade compared to all CMSD subjects. This also presented a potential association
between participation in the El Sistema Orchestra program and improved school attendance. Those
were the only potential associations that could be recognized in the study, but luckily those associations
complemented the associations found in the SERVE Center’s meta-analysis for achievement and
attendance outcomes.

14
Overall Conclusions
Although this study could have been considerably more scientifically rigorous, some positive aspects
were yielded. The Rainey Institute has not often used statistical analysis to measure the effectiveness of
their programs, and such analyses may better show the impact of a program by describing and possibly
giving conclusions about a variable using quantitative and qualitative methods. This study used various
descriptive statistics to show how the El Sistema Orchestra study participants may have a greater
likelihood of passing standardized tests for math and reading compared to all CMSD students. The study
should be recognized as a preliminary study that has the ability to expand as the El Sistema Orchestra
program gains more participants, as well as become more scientifically rigorous after well-thought-out
adjustments are made to the study design. A small sample size, poor response rate, and an overall
deficiency of important data limited the feasibility of drawing significant and meaningful conclusions
from this cross-sectional study. Future studies on this subject have the potential to draw more tangible
and concrete associations between participation in the El Sistema Orchestra program and academic
achievement if the future recommendations herein are followed.

15
Figure (1)
*Weighted averages need percentage of proficient or better test scores and number of test subjects for both the
reading and math tests stratified by grade
*CMSD number of subjects tested data were found in the advanced reports section of the Ohio State Report Cards
website under “Tested Students Counts (District)” at
http://bireports.education.ohio.gov/PublicDW/asp/Main.aspx. The school year “2014-2015 School Year” and the
school district “Cleveland Municipal City” were selected.
*CMSD number percentage of proficient of better test scores were found in the advanced reports section of the
Ohio State Report Cards website under “Proficiency Levels (District)” at
31.9
69.2
45.3
88.9
0 10 20 30 40 50 60 70 80 90 100
CMSD - Math
El Sistema - Math
CMSD - Reading
El Sistema - Reading
Weighted Average Percentage
Weighted Averages for Proficient or Better (Combining
4th, 5th and 6th Grades)

16
Figure (2)
*Ohio percentage data was found on Download Data tab in the Ohio State Report Cards website. The 2014-2015
school year, disaggregated district data, and district gender disaggregation were selected. An average data was
generated for each grade level and test type in the excel file.
* CMSD percentage data was found in the advanced reports section of the Ohio State Report Cards website under
“Test Results (District)” at
http://bireports.education.ohio.gov/PublicDW/asp/Main.aspx?evt=3014&src=Main.aspx.3014&Main.aspx=-*-
NaHRYK3*_crZeze6l9sGCFf6ddkM%3D.ReportCard.*-nXgfWhY8Ub2ALtal_&SaveReportProperties=*-1.*-
1.0.0.0&rb=0.0.D03BB6F74D98D381BCAB0E9420D82F75.Test%2BResults%2B*-28District*-29.*-
1.16875904.1.0.1.0.0.0.1.0*.0*.0*.0*.800*.35*.800*.35*.0*.1*.1.1-
F44384AE4336F565A746179135D6A985.1.0.1.1.1.*-1.1.167772192.0.100.2000.0.0.0..1.800.1.35..*-1..*-
1...*0.0_*0.*-1.0.*0.*0.1.0.*0.2.1.1.0.0.*0. The school year “2014-2015 School Year” and the school district
“Cleveland Municipal City” were selected.
47.6
100
75.2
43.2
100
73.1
45
80
74
0 20 40 60 80 100 120
CMSD - Percentage of Passing Reading Test Scores for 4th,
5th & 6th Grade
El Sistema at the Rainey Institute - Passing Rate for
Reading Test Scores for 4th, 5th & 6th Grade
Ohio- Reading for 4th, 5th & 6th Grade
Percentage for Proficient or Above in Reading Test Scores
4th Grade 5th Grade 6th Grade

17
Figure (3)
*Ohio percentage data was found on Download Data tab in the Ohio State Report Cards website. The 2014-2015
school year, disaggregated district data, and district gender disaggregation were selected. An average data was
generated for each grade level and test type in the excel file.
* CMSD percentage data was found in the advanced reports section of the Ohio State Report Cards website under
“Test Results (District)” at
http://bireports.education.ohio.gov/PublicDW/asp/Main.aspx?evt=3014&src=Main.aspx.3014&Main.aspx=-*-
NaHRYK3*_crZeze6l9sGCFf6ddkM%3D.ReportCard.*-nXgfWhY8Ub2ALtal_&SaveReportProperties=*-1.*-
1.0.0.0&rb=0.0.D03BB6F74D98D381BCAB0E9420D82F75.Test%2BResults%2B*-28District*-29.*-
1.16875904.1.0.1.0.0.0.1.0*.0*.0*.0*.800*.35*.800*.35*.0*.1*.1.1-
F44384AE4336F565A746179135D6A985.1.0.1.1.1.*-1.1.167772192.0.100.2000.0.0.0..1.800.1.35..*-1..*-
1...*0.0_*0.*-1.0.*0.*0.1.0.*0.2.1.1.0.0.*0. The school year “2014-2015 School Year” and the school district
“Cleveland Municipal City” were selected.
32.9
80
62.5
33.9
0
71.2
29.3
100
70.6
0 20 40 60 80 100 120
CMSD - Percentage of Passing Math Test Scores for 4th, 5th
& 6th Grade
El Sistema at the Rainey Institute - Percentage of Passing
Math Test Scores for 4th, 5th & 6th Grade
Ohio - Math for 4th, 5th & 6th Grade
Percentage for Proficient or Above in Math Test Scores
4th Grade 5th Grade 6th Grade

18
Figure (4)
Figure (5)
5
3
5
El Sistema - Number of Sujects for Math Standardized
Test
4th 5th 6th
2502
2511
2723
CMSD - Number of Subjects for Math Standardized
Test
4th 5th 6th

19
Figure (6)
Figure (7)
2500
2515
2729
CMSD - Number of Subjects for Reading Standardized
Test
4th 5th 6th
1
35
El Sistema - Number of Subjects for Reading
Standardized Test
4th 5th 6th

20
Figure (8) Cluster Bar Chart for Attendance Data Stratified by Grade for El Sistema Subjects and CMSD
Subjects
*CMSD attendance data were found in the advanced reports section of the Ohio State Report Cards website under
“Attendance Rate with Student Dissagg (District)” at
http://bireports.education.ohio.gov/PublicDW/asp/Main.aspx. The pick student disaggregation topic “grade level”
and the school year “2014-2015 School Year” were selected.
92.50%
91.90%
91.70%
96.90%
98.00%
98.90%
88.0% 90.0% 92.0% 94.0% 96.0% 98.0% 100.0%
4th Grade
5th Grade
6th Grade
Attendance Rate Data for the 2014-2015 school year
Attendance Rate (El Sistema Subjects at the Rainey Institute) Attendance Rate (CMSD Subjects)

21
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