The purpose of this study was to examine the association between curricular high school music participation, academic achievement, and social-emotional learning. The analysis involved a “doubly robust” approach combining propensity score weighting and nested multiple regression using data from the nationally representative High School Longitudinal Study of 2009. Results of the study were mixed. Preliminary tests revealed many significant differences between the choral and instrumental students and the control group, but the propensity score weighting moderated almost all of these effects to nonsignificance. The only unambiguously positive finding was that instrumental music students had higher reading scores than comparable students who did not enroll in music. Yet, subpopulation effects emerged for certain categories of music students based on factors such as race, sex, and prior school achievement. Although the lack of widespread main effects in this study coheres with prior research, the results for certain subpopulations suggest intriguing future directions for research on potential extramusical benefits of music education.

这项研究的目的是研究高中课程音乐参与，学业成就和社会情感学习之间的联系。该分析使用了倾向得分加权和嵌套多元回归相结合的“双重稳健”方法，该方法使用了2009年全国代表性的高中纵向研究的数据。研究结果好坏参半。初步测试显示，合唱和器乐学生与对照组之间存在许多显着差异，但倾向得分加权将所有这些影响减缓为无意义。唯一明确的积极发现是，乐器音乐系学生的阅读分数高于未报读音乐的同类学生。然而，基于种族，性别和就读学校成绩等因素，某些类别的音乐学生会出现亚人群效应。尽管在这项研究中缺乏广泛的主要影响与先前的研究相吻合，但是某些亚人群的研究结果表明，对音乐教育潜在的音乐外益处研究的有趣方向。