Arts education in schools frequently experiences the pressure of being validated by demonstrating quantitative impact on academic outcomes. The quantitative evidence to date has been characterized by the application of largely correlational designs and frequently applies a narrow focus on instrumental outcomes such as academically relevant competencies. The present review aims to summarize quantitative evidence from quasi-experimental and experimental studies with pre-test post-test designs on the effects of school-based arts education on a broader range of competency outcomes, including intra- and interindividual competencies. A systematic literature search was conducted to identify relevant evaluation studies. Twenty-four articles reporting on 26 evaluation studies were eligible for inclusion, and their results were reviewed in terms of art domains and outcome categories. Whilst there is some evidence of beneficial effects on some competencies, for example of music education on arithmetic abilities, speech segmentation and processing speed, the evidence across arts domains and for different outcomes is limited due to small sample sizes, small number of studies, and a large range of effect sizes. The review highlights that sufficiently powered (quasi-)experimental studies with pre-test post-test designs evaluating arts education are sparse and that the “gold standard” of experimental research comes at the expense of a number of other study characteristics such as sample size, intervention and follow-up length. By summarizing the limitations of the current (quasi-)experimental research, the application of experimental designs is critically assessed and a combination with qualitative methods in mixed-method designs and choice of relevant outcomes discussed.

学校的艺术教育经常会遇到压力，需要证明其对学业成绩的量化影响。迄今为止，定量证据的特点是采用了高度相关的设计，并且经常将狭义的研究重点放在工具性成果（例如与学术相关的能力）上。本综述旨在总结准实验和实验研究的定量证据，以及基于测试的后测试设计对学校艺术教育对更广泛的能力结果（包括个人内部和个人能力）的影响。进行了系统的文献检索，以确定相关的评价研究。有24篇报道了26项评估研究的文章符合纳入条件，并根据艺术领域和结果类别对他们的结果进行了审查。尽管有证据表明对某些能力有有益的影响，例如音乐教育对算术能力，语音分割和处理速度的影响，但由于样本量小，研究数量少，并且跨艺术领域和不同结局的证据有限。大范围的效果。该评论强调指出，具有足够能力的（准）实验研究以及评估艺术教育的预测试后设计很少，而且实验研究的“黄金标准”是以许多其他研究特征（例如样本量）为代价的，干预和随访时间。通过总结当前（准）实验研究的局限性，