* The nation’s top business executives agree that arts education programs can help repair weaknesses in American education and better prepare workers for the 21st century.
- “The Changing Workplace is Changing Our View of Education.” Business Week, October 1996. 

* A two-year Swiss study involving 1,200 children in 50 schools showed that students involved in the music program were better at languages, learned to read more easily, showed an improved social climate, showed more enjoyment in school, and had a lower level of stress than non-music students.
- E.W. Weber, M. Spychiger, & J.L. Patry, 1993. 

* Physician and biologist Lewis Thomas studied the undergraduate majors of medical school applicants. He found that 66% of music majors who applied to medical school were admitted, the highest percentage of any group. 44% of biochemistry majors were admitted. 
- As reported in "The Case for Music in the Schools," Phi Delta Kappan, February 1994.

* Singing sight words to kindergarten children helped them to learn the words much faster than those children learning the words without the teacher singing them. 
- Sharlene Habermeyer, "Good Music, Brighter Children." (California: Prima Publishing, 1999), 131.

* The very best engineers and technical designers in the Silicon Valley industry are, nearly without exception, practicing musicians.  
- Grant Venerable, "The Paradox of the Silicon Savior," as reported in "The Case for Sequential Music Education in the Core Curriculum of the Public Schools," The Center for the Arts in the Basic Curriculum, New York, 1989.

* A 1985 study by Edward Kvet showed that student absence from class to study a musical instrument does not result in lower academic achievement. He found no academic achievement difference between sixth grade students who were excused from class for instrumental study and those who were not, matching variables of sex, race, IQ, cumulative achievement, school attended, and classroom teacher.
- Spin-Offs: The Extra-Musical Advantage of a Musical Education, Cutietta, Hamann, and Walker (Elkhart, Indiana: United Musical Instruments U.S.A., Inc., 1995).

* Studying music strengthens students' academic performance. Studies have indicated that sequential, skill-building instruction in art and music integrated with the rest of the curriculum can greatly improve children's performance in reading and math.
- Martin Gardiner, Alan Fox, Faith Knowles, and Donna Jeffrey, "Learning Improved by Arts Training," Nature, May 23, 1996.

*An analysis of the U.S. Department of Education NELS:88 database of over 25,000 students followed over a ten-year period found that a higher percentage of students who were involved in music scored higher on standardized tests, reading and reading proficiency exams that those students who were not involved in music programs, regardless of their socioeconomic background.
- Dr. James Catterall, UCLA, 1997.

* A 1984 study by Mueller found that physical, mental, emotional, and social development is faster when students learn a musical instrument.- Jeanne Akin, "Music Makes a Difference." (Lafayette, California: Lafayette Arts and Science Foundation, 1987).

* In 1998, scientists explored how a newly designed computer math game coupled with either piano lessons or English-training affected second-grade students' performance in math. After four months, the students who had piano keyboarding along with the computer game did 27 percent better on questions devoted to fractions and proportional math than those students who received the language training with the computer game.
- Amy Graziano, Matthew Peterson, and Gordon Shaw, "Enhanced Learning of Proportional Math Through Music Training and Spatial-Temporal Training." Neurological Research, vol. 21, no. 2, March 1999.

* Researchers have proved that music training is a powerful tool for increasing spatial-temporal reasoning skills, the skills crucial for greater success in subjects like math and science. 

• An Intelligence View of Music Education by Dr. Arthur Harvey from the University of Hawaii.
  
  
• Science Meets Music and Multiple Intelligences by Dr. Jeffery B. Moran from the University of Missouri.
  
  
• Music: THE Multiple Intelligence by Deborah Jeter
  
  
• Musical Intelligence in a Multiple Intelligences Focused Elementary School by Dr. Susan W. Mills from Frostburg State University.
  
  
• Music Advocacy for the New Millennium compiled by the Selmer Music Corporation.
  
  
• Why We Teach Music!, author unknown.
  
  
• Howard Gardner's Multiple Intelligences Theory by David Sabine from Arizona State University
  
  
• Music Education Facts and Figures. Facts compiled by MENC Staff, Spring 2002.