Music educator Martin J. Bergee initially believed there was no significant correlation between children’s music education and their math performance.

He aimed to empirically debunk any perceived link between music education and mathematical achievement by controlling various variables, such as race, income, and educational background.

However, the results contradicted his expectations. His recent paper, titled A Multilevel Model of the Relationship between Music Achievement and Reading and Math Achievement, published in the Journal of Music Education Research, examined over 1,000 predominantly high school students and revealed a statistically significant association between music education and mathematical achievement. The paper suggested that educational systems and school boards should consider increasing the budget for music education.

Bergee commented, ‘The concept of a correlation between musical ability and math scores has been around for a long time. It is not only correlated but also causational—a progress in one field enhances performance in the other.’

He continued, ‘There are many variables influencing students’ math scores. Our initial purpose was to demonstrate that the correlation between musical ability and math scores might be illusory—once external influences, such as demographics, are controlled, the relationship essentially disappears.’

‘However, wait a minute. To our surprise, not only did the relationship not disappear, but it proved to be quite robust.

The authors wrote, “Perhaps music appreciation and learning require a cognitive framework shared at a more microscopic level with speech discrimination patterns. Similarly, the more macroscopic techniques of modality and pitch recognition may also share a universal framework, whether psychologically or neurologically. This study at least points to this possibility.”

“Based on the survey results, the viewpoint we attempt to present is that, in any direction, processes based on general learning form the foundation of overall achievement. Musical achievement, mathematical achievement, reading achievement—any field may contribute to enhancing more universal cognitive levels.”

“Therefore, if our goal is to educate an individual, to develop someone’s mind, then comprehensive education is necessary. In other words, learning may not be as modular as commonly thought.”

This study challenges the conventional belief that academic achievements are compartmentalized, emphasizing the importance of a holistic educational approach for the comprehensive development of individuals.

The unexpected robust correlation between music and math achievement suggests a deeper connection beyond external factors, urging educational institutions to reevaluate the significance of music education in fostering well-rounded and high-achieving students. Furthermore, the study posits that music appreciation and learning may require a shared cognitive framework with speech discrimination patterns at a microscopic level, while macroscopic techniques in modality and pitch recognition might have a universal psychological or neurological foundation.

These findings indicate a potential synergy between music and cognitive processes, challenging the notion of compartmentalized learning. The study advocates for a broader perspective on education, emphasizing the interconnectedness of various disciplines in fostering cognitive development. In essence, the research encourages educators to consider the holistic impact of music education on overall academic achievement.

This holistic approach aligns with the idea that nurturing a student’s mind involves a comprehensive educational strategy, where subjects like music contribute to the development of universal cognitive skills. As educational paradigms evolve, recognizing the intrinsic relationship between music and academic success becomes essential for creating well-rounded learning experiences.