Neither strings nor singing workshops separately outperformed drama workshops on maths or literacy attainment¶

Claim · All claims
Evidence · 1 study · causal r3 · q4
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i? When the two music arms were analysed separately against the drama control, neither showed evidence of out-performing drama in advancing maths or literacy attainment. → Sarah Haywood 2015

Evidence¶

Sarah Haywood 2015¶

Sarah Haywood, Julia Griggs, Cheryl Lloyd, Stephen Morris, Zsolt Kiss, Amy Skipp. (2015). Creative Futures: Act, Sing, Play Evaluation report and Executive summary. Education Endowment Foundation. https://eric.ed.gov/?id=ED581247

q4 · i? · causal · r3

Separate analysis of the two treatment arms (ASP-strings and ASP-singing) against the ASP-drama control in the three-arm RCT. The report states "neither strings nor singing workshops showed evidence of out-performing drama workshops"; no separate effect sizes are printed in the text provided.

"Each of the two different types of music workshop (strings and singing) was also analysed separately. As was the case with the main analysis, neither strings nor singing workshops showed evidence of out-performing drama workshops in advancing maths or literacy attainment."

Discussion¶

Related Claims¶

• Neither the workshop nor the one-on-one intervention affected enrollment in the following semester — related
• Music workshops showed no greater impact on literacy attainment than drama workshops in the same trial — a narrower finding that bears on this claim
• Music workshops (strings and singing combined) showed no greater impact on maths attainment than drama workshops in a large pupil-level RCT — a broader claim this one bears on
• The trial did not replicate Schellenberg's (2004) finding that music tuition increases attainment over other creative pursuits — related