Researchers attempting to show that music has positive effects on children need to understand and control for preexisting differences between those who do and do not select into musical participation in the first place. Within a large-scale, communitywide, prospective, longitudinal study of predominantly low-income, ethnically diverse students (N = 31,332), we examined characteristics of students who did and did not enroll in music elective courses (band, choir, orchestra, guitar, other) in public middle schools (sixth, seventh, and eighth grades) in Miami. Predictor variables included gender, ethnicity, poverty, special education, English language learner status, fifth-grade English proficiency, prior academic performance (fifth-grade grade point average [GPA], standardized math and reading test scores), and initial school readiness skills (social, behavioral, cognitive, language, and motor skills) at age 4. Only 23% of middle school students enrolled in a music class in sixth, seventh, or eighth grade, with band having the highest enrollment, followed by choir, orchestra, and guitar. Being male and having greater cognitive skills at age 4 and higher fifth-grade GPA and reading skills were related to later music participation. Black students, students in special education, and those not proficient in English were less likely to participate in middle school music classes. Results varied somewhat by type of music.

中文翻译：

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迈阿密低社会经济地位、不同种族的学生在中学选修音乐课程的预测因素

试图证明音乐对儿童有积极影响的研究人员需要理解和控制那些首先选择参加音乐和不参加音乐的人之间预先存在的差异。在一项针对主要是低收入、种族多元化的学生（N = 31,332）的大规模、全社区、前瞻性、纵向研究中，我们检查了参加和未参加音乐选修课（乐队、合唱团、管弦乐队、吉他）的学生的特征, 其他）在迈阿密的公立中学（六年级、七年级和八年级）。预测变量包括性别、种族、贫困、特殊教育、英语学习者状态、五年级英语熟练程度、先前的学业成绩（五年级平均绩点 [GPA]、标准化数学和阅读考试成绩）、以及 4 岁时的初始入学准备技能（社交、行为、认知、语言和运动技能）。只有 23% 的中学生在六年级、七年级或八年级注册了音乐课，其中乐队的入学率最高，其次是合唱团、管弦乐队和吉他。作为男性，在 4 岁时拥有更高的认知能力以及更高的五年级 GPA 和阅读能力与后来的音乐参与有关。黑人学生、特殊教育学生和不精通英语的学生不太可能参加中学音乐课。结果因音乐类型而有所不同。和吉他。作为男性，在 4 岁时拥有更高的认知能力以及更高的五年级 GPA 和阅读能力与后来的音乐参与有关。黑人学生、特殊教育学生和不精通英语的学生不太可能参加中学音乐课。结果因音乐类型而有所不同。和吉他。作为男性，在 4 岁时拥有更高的认知能力以及更高的五年级 GPA 和阅读能力与后来的音乐参与有关。黑人学生、特殊教育学生和不精通英语的学生不太可能参加中学音乐课。结果因音乐类型而有所不同。