Snead, Nicholas LaMar2025-01-102025-01-102025-01-09vt_gsexam:42271https://hdl.handle.net/10919/124084Participation in music education has proved successful for student academic success and positive youth development (Ilari, 2023). Consequently, educators and policy makers seek to understand what draws students to music and what impact participation in school music has on their academic and personal lives. Some researchers have recommended that school divisions take a more defined look at the benefits of students participating in music. The purpose of this study was to determine what difference, if any, existed in student academic achievement as measured by average daily attendance, grade point average, and office discipline referrals by race, gender, and students with disabilities between those enrolled in a music program and those not enrolled in a music program over a 3-year period in a suburban high school in the Commonwealth of Virginia. This study used quantitative data with a nonexperimental descriptive design to address the research questions posed. The results of the study revealed that music students had higher academic achievement than non-music students as measured by average daily attendance, grade point average, and office discipline referrals by race, gender, and students with a disability over a 3-year period from 2021-2024. The results of this study are significant for education leaders who want to examine the impact of music participation in secondary school. This study also yielded important information regarding demographic subgroups and students with disabilities.ETDenIn CopyrightAcademic PerformanceAttendanceAt-Risk StudentBandChorusDrop-out RateEnsemble MusicGrade Point AverageInstrumental MusicOffice Discipline ReferralOrchestraStudent DisciplineStudent EngagementVocal MusicDissertation