The purpose of this study was to investigate the effects of two approaches to increasing academic achievement in reading and mathematics. One approach used a "structured parental support program" to enhance academic achievement in reading and mathematics. In this procedure, two different "parental programs" were tested. The second approach tested in this study was the effect of a "beginning instrumental music program" on a child's academic achievement in reading and mathematics. In addition, a survey of "Student Attitudes" concerning reading, mathematics, and instrumental beginning music lessons was administered. A questionnaire was sent to all parents involved in the study. The responses of the parents to the questions were used as a guide to improve future parental workshops. The setting was in Somerset, Massachusetts, using fourth and fifth grade students. The total fourth and fifth grade population was approximately 425 students. The sample was composed of 105 children whose parents responded affirmatively to a Parental Consent Form. The students were randomly assigned to one of four groups, based on their pre-math score. The findings in this study revealed that the parents in the study were committed to assisting their children with the homework assignments. The analyses of data revealed that the students in the "structured parental support program" did significantly better in their posttest reading and math scores than the students whose parents were not in the structured parental support program. Also, the data revealed that the students in the "beginning instrumental music lesson program" did significantly better in their posttest reading and math scores than the students not in the "beginning instrumental music lesson program." The findings are of immediate practical value to the people making decisions about school curriculum. This study reinforces research done on music and achievement, and parents and achievement.

The purpose of the study was to make an evaluation of curricula-training effectiveness, applicability, and need for additional training within four of the state-supported college-universities of Utah. The schools researched were Utah State University, the University of Utah, Weber State College, and Southern Utah State College. The descriptive research techniques of a closed-form questionnaire were utilized to obtain informational data for the years 1969-1971 from graduates, faculties, and selected graduates concerning common and traditional curricular areas of Ca) music theory, (b) scoring and arranging, (c) music history, Cd) conducting and rehearsal techniques, (e) vocal methods and materials, (f) instrumental methods and materials, (g) group instruction, (h) private instruction on the major instrument, (i) performance, and (j) minor instrument repair. The data revealed that there was no significant difference in the responses to the questionnaire across graduates, across faculties, across institutions, or across graduates and faculty from the same institution. The conclusions from the study indicated: present training effectiveness is generally excellent in all areas of the music education curricula in all four schools; training is highly applicable; although the training is excellent and applicable, there remains the strong desire by both graduates and faculty for additional training in all areas of curricula with the exception of traditional-music history.