The purpose of this study was to examine the potential reUtionships among participation in high school music ensembles and extra-musical educational outcomes broadly defined (i.e., math achievement, community ethic, commitment to school) using data from the Education Longitudinal Study of 2002. The sample (N =12,160) was representative of white and minority high school sophomores from 603 rural, suburban, and urban schools across the United States. Bronfenbrenner’s bioecological development model was used as a theoretical framework to guide the selection of predictor variables. Multilevel model analyses accounting for both individual-(i.e., music participation, SES, minority status, peer influence) and school-level (i.e., urbanicity, percent of teachers certified, number of music teachers) effects were conducted for each outcome variable. Music participation was found to be significantly (p < .001) rebted to all outcome vanables. Furthermore, this relationship remained significant after controlling for the remaining individual- and school-level effects. Students in high school music ensembles are significantly more likely to (a) have higher standardized math achievement scores, (b) be more concerned about community ethics (i.e., building friendships, helping others, correcting social inequalities), and(c) be more committed to school (i.e., less late arrivah, less cuts/skips, less absences).

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